Grades 9/10 Educator Guide

College Planning and Career Exploration Program

COLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDGrades 9/10

Educator Guide

®

The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success – including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools.

These materials may be used and duplicated for educational noncommercial proposes without obtaining permission from the College Board. These materials may not be uploaded or posted to third party websites or platforms but you may provide a link to the College Board site where they appear.

Requests to use these materials for commercial purposes should be submitted to the College Board at the following link: http://www.collegeboard.org/request-form/

Editorial inquiries concerning this book should be directed to CollegeEd, The College Board, 45 Columbus Avenue, New York, NY 10023-6992; or telephone 866-368-6775.

© 2010–2012 The College Board. College Board, Advanced Placement Program, AP, CollegeEd, SAT and the acorn logo are registered trademarks of the College Board. inspiring minds, The Official SAT Question of the Day and SAT Subject Tests are trademarks owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation.

Unit 1 was created by roadtripnation.org, Ltd. d/b/a Roadtrip Nation Education and is used with permission (Roadtrip Nation Education, Copyright 2012). All imagery and content from the Roadtrip Nation interviews were created and are owned by Roadtrip Productions, Ltd. (Roadtrip Nation, Copyright 2012). ROADTRIP NATION and DEFINE YOUR OWN ROAD IN LIFE are registered trademarks of Roadtrip Productions, Ltd. ROADTRIP NATION EXPRERIENCE is a trademark of roadtripnation.org, Ltd. ALL RIGHTS RESERVED. All copyrights, trademarks, and other intellectual property owned by Roadtrip Productions, Ltd. or roadtripnation.org, Ltd. may not be used without prior written consent.

Visit the College Board on the Web: www.collegeboard.org

II EDUCATOR GUIDE

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Welcome to CollegeEd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

At a Glance: The Student Workbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xii

At a Glance: The Educator Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv

Implementing CollegeEd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi

How CollegeEd Aligns to Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxii

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiv

WHO Am I?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Background on Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6A

UNITUNIT 2221 Define Your Own Road In Life . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON 1 Do What You Love . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

LESSON 2 What is My Foundation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

LESSON 3 The Road Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

WHO Am

Background on Unit 1

11Section

Background on Intro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1A

Introduction: Lesson 1: Welcome to CollegeEd . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Section 1: Wrap-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Contents

CONTENTS III

WHERE Am I Going? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Background on Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22A

UNITUNITUNIT 22222222222 The Road to Your Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

LESSON 1 The Pathway from College to a Career. . . . . . . . . . . . . . . . . . . 24

LESSON 2 Setting Goals for Your Future . . . . . . . . . . . . . . . . . . . . . . . . . . 28

LESSON 3 The Value of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

LESSON 4 Anyone Can Go to College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36


UNITUNITUNIT 2222222233 The High School Experience . . . . . . . . . . . . . . . . . . . . . . . . . 38

LESSON 1 Your Plan for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

LESSON 2 Getting Ready for College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

HOW Do I Get There? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49


UNITUNITUNIT 22222222222244 Skills for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

LESSON 1 Organizing for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

LESSON 2 Your Learning Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

LESSON 3 Taking Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

LESSON 4 Using the Internet Wisely . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

LESSON 5 Using Tests to Your Advantage . . . . . . . . . . . . . . . . . . . . . . . . . 66


UNINITUUNINITT 55555555 After Classes Are Dismissed. . . . . . . . . . . . . . . . . . . . . . . . . . . .70

LESSON 1 Extracurricular Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

LESSON 2 Getting a Job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

WHER

Backg

2Section

HOW D

Backg

3Section

Section 2: Wrap-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

IV EDUCATOR GUIDE

Contents continued

EG_FM_HS1.indd ivEG_FM_HS1.indd iv 3/30/10 1:29:49 PM3/30/10 1:29:49 PM


UNITUNITUNIT 666666666 Finding the Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78

LESSON 1 Communicating Your Goals to Your Family . . . . . . . . . . . . . . 80

LESSON 2 Your Counselor and Your Future . . . . . . . . . . . . . . . . . . . . . . . . 82

LESSON 3 Advocate for Your Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86


UNITUNITUNIT 777777777777 What’s College Life Like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

LESSON 1 Your New Life in College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

LESSON 2 Freedom and Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . 96


UNITUNITUNIT 88888888888 Exploring Colleges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

LESSON 1 Is There a College for You? . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

LESSON 2 What do Colleges Look for in Students?. . . . . . . . . . . . . . . . . 104

Background on Unit 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108A

UNINITUUNINITT 999999999 Finding the Money for College . . . . . . . . . . . . . . . . . . . . . . 108

LESSON 1 How Will You Pay for College? . . . . . . . . . . . . . . . . . . . . . . . . 110

LESSON 2 What Can You Do Right Now? . . . . . . . . . . . . . . . . . . . . . . . . . 114

Background on Unit 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116A

UNINITUUNINIT 10111111110000001010 Being Prepared, Meeting Goals. . . . . . . . . . . . . . . . . . . . . . 116

LESSON 1 Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Standards Crosswalk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Section 3: Wrap-Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

CONTENTS V

EG_FM_HS1.indd vEG_FM_HS1.indd v 3/30/10 1:29:49 PM3/30/10 1:29:49 PM

Patricia Cain AP Language and Composition Teacher

Pasadena Memorial High SchoolPasadena, Texas

Christopher M. CovinoDivision Head for Language Arts

Community High School West Chicago, Illinois

Jenny Esler AP Government and Politics Teacher

Round Rock High SchoolRound Rock, Texas

Sandy FarrisSchool and College Counselor

Indian Hill High SchoolCincinnati, Ohio

Stephen Heller Communication Arts and AP Language and Composition Teacher

Adlai E. Stevenson High SchoolLincolnshire, Illinois

Meghan Rose Davis HryniewiczAVID Site Coordinator/Teacher and Spanish Teacher

Southern High SchoolHarwood, MarylandAnne Arundel County Public Schools

Gina PaulsonSchool Counselor

Pathways College—A College Board School New York City Department of EducationQueens, New York

Erik Powell AP English Teacher

Ferris High SchoolSpokane, Washington

Doranna Tindle Instructional Performance Coach

Friendship Collegiate AcademyWashington, D.C.

Kerryann Tracy AP English Teacher

B.M.C. Durfee High SchoolFall River, Massachusetts

Writers

The College Board gratefully acknowledges the outstanding contribution of the educators who served on the instructional lesson writing team for this revised edition of CollegeEd.

VI EDUCATOR GUIDE

Acknowledgments

EG_FM_HS1.indd viEG_FM_HS1.indd vi 3/30/10 1:29:50 PM3/30/10 1:29:50 PM

Charlie BarthelemyHistory Department Chair

Katy Junior High School Katy Independent School DistrictKaty, Texas

Ann S. ColesCollege Access Senior Fellow

ACCESS Boston, Massachusetts

Cindy Massarelli GatesPrincipal

Choctawhatchee High SchoolFt. Walton Beach, Florida

Mary HausauerGuidance Department Chair

McQueen High SchoolReno, Nevada

Dan McKeonExecutive Director

TrekNorth Junior and Senior High SchoolBemidji, Minnesota

Monica NixTeacher, School of Business, and AP Counselor

San Diego High SchoolSpring Valley California

Dean RichburgCoordinator for College Readiness and Access

Baltimore City Public SchoolsBaltimore, Maryland

Christine J. ScottSenior Associate Director of Academics, Admission, and College Counseling

The Masters SchoolDobbs Ferry, New York

Linda SturmDirector of Guidance

South Portland High SchoolSouth Portland, Maine

Charlotte WinkelmannDirector of College and Career Readiness

Hays Consolidated Independent School DistrictHays, Texas

Editorial Advisory Board

The following educators provided invaluable assistance by serving on the CollegeEd program revision advisory board. We gratefully acknowledge their contributions to the revised edition.

ACKNOWLEDGMENTS VII

EG_FM_HS1.indd viiEG_FM_HS1.indd vii 3/30/10 1:29:51 PM3/30/10 1:29:51 PM

WELCOME TO WELCOME TO COLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDCOLLEGEEDWhat Is CollegeEd?CollegeEd is the College Board’s college planning and career exploration program for middle and high school students. It is a flexible, standards-aligned curriculum written by experienced Advanced Placement (AP) teachers, school counselors, and college planning experts.

The program guides students through the college planning and career exploration process using instructional lessons that reinforce and build reading, writing, research and presentation skills. The program provides students with information and tools they need to explore, plan for, prepare for, and ultimately attend and succeed in, college.

The program is flexible, allowing teachers to modify and extend lessons as appropriate for their class needs and school goals. We welcome educator feedback on every aspect of CollegeEd: your feedback will help the College Board improve the program in the future.

The CollegeEd and Roadtrip Nation PartnershipIn collaboration with The College Board, RoadtripNation.org provides students with an innovative approach to self-discovery and career exploration.

RoadtripNation.org, an independent nonprofit organization dedicated to empowering young people to define their own road in life, developed three instructional lessons for Unit 1.

These lessons increase the relevance of academic and college planning and show students how the decisions they make now can broaden their opportunities to live a life based on what they love.

Define Your Own Road In LifeDefine Your Own Road In Life

VIII EDUCATOR GUIDE

COLLEGEEDCOLLEGEEDHow the Lessons Are Structured CollegeEd helps students develop core skills in reading, writing, and critical thinking, while learning how to explore careers and prepare for college. The activities and lessons were written by experienced Advanced Placement teachers, school counselors, and college planning experts with experience in curriculum writing and a strong commitment to rigorous academics as a path to college readiness and success.

The instructional lessons in CollegeEd are grouped into units, which are grouped into three themes: “Who am I? Where am I going? How do I get there?”

Lessons are designed to take students through a three-step process:

1 Concepts are introduced and framed for students through reading instructional text.

2 Students engage the concepts through Work Zone activities, individually and in groups.

3 Students further explore and master concepts through lesson extensions provided in the Educator Guide.

Student Workbook, Unit 5, Lesson 2

Educator Guide for Unit 5, Lesson 2

Student Workbook, Unit 5, Lesson 2

WORK ZONE

74 UNIT 5 Lesson 2

UNITUNIT 55 LESSON 2

Discuss with a partner the part-time jobs you could get that you could balance with school and free time. Then write down all the skills you might learn from each job.

Working Part Time While

in School

Many people have their � rst experience as an employee while still in high school. Working part time has pros and cons, which you should explore before you decide whether to work and how many hours to commit to. Working has many bene� ts beyond putting money in your pocket. Among the bene� ts are that you will learn discipline, gain skills and have the opportunity to demonstrate traits that will be of interest to colleges.But school comes � rst at this stage in your life. You will have less time for socializing and for course work, and you may � nd it hard to schedule extracurricular activities. You may be more tired, as well.

You will have to weigh a number of factors before committing to a part-time job. If you do take on a job, monitor your grades—if they start to slip, you may want to rebalance work and school.

Developing Skills and Traits

Having a job can help you develop many skills and traits critical for school success. When you � rst start a job, you will go through some kind of training with your manager. It will be important for you to learn your duties quickly and ask questions when you are unsure of what to do. � ese important traits can also improve your chances for academic success. In addition, your manager will give you directions and responsibilities. He or she will expect you to follow those directions and carry out your responsibilities without constant supervision. Being able to do so

Getting a Job

Jobs I Could Get Now Skills I Can Learn from Those Jobs

WORDS FOR SUCCESS

manager a person who assigns duties and responsibilities to employees

minors people under the age of 18

CB_SE_HS1_Unit5_Lesson2.indd Sec1:74 3/25/10 11:27:04 AM

Student Workbook, Unit 5, Lesson 2Student Workbook, Unit 5, Lesson 2

WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Getting a Job 75

independently is another trait that will help you succeed in both high school and college.

Building Your Support Network

As you begin your college selection process, you’ll need people around you who can give you advice. You’ll need people such as your family, your teachers and your school counselor. However, it’s also a good idea to have other trusted adults, such as a manager, who can provide you with di� erent perspectives. Your manager knows how you approach your work and how you excel in certain tasks. He or she might be able to suggest certain career paths that take advantage of your strengths. � ey may be careers that you haven’t considered.

The Aid of Your Employer

When applying to colleges, you will need letters of recommendation to submit with your college applications. Your manager may be an excellent person to write a letter of recommendation for you. However, for the letter of recommendation to be e� ective, your manager will have to know you and your work ethic.

Why Colleges Look at Work

College applications have a section for you to list your extracurricular activities. But what if you can’t participate in the extracurricular activities your school has to o� er? Many college applications ask about work experience. Colleges look positively on students who can balance their studies with a job. � ey know that you can manage the hectic schedule of a college student.

Select a job you listed in the previous activity and write it in the top box. Brainstorm with a partner the skills and traits you could learn at the job that could help you in school. Write your responses in the appropriate boxes below. Talk with teachers and counselors to fi nd out more about the skills and traits related to that job.

interview a meeting between a manager and a job applicant to discuss the applicant’s quali� cations for a job

TIP Don’t overextend yourself by working so much

that it negatively affects your

grades. Make sure you still leave enough time to do well

in your studies and get plenty

of sleep.

CB_SE_HS1_Unit5_Lesson2.indd Sec1:75 3/17/10 5:26:57 PM

Educator Guide for Unit 5, Lesson 2

WORK ZONE

Teach the Text cont...Monitor ComprehensionEncourage discussion with talking points such as:

• Give examples of how laws protect minors and where you can find out about your state employment laws.

• Explain why volunteering might be the first step in securing a part-time job.

• Why do you think it is important to and act friendly when asking for a job application?

Have students read the directions or questions included in the Work Zone and then complete

the activity.

English Language Learners Have students make a list of unfamiliar words from job ads. Work with them to define the words, focusing on required skills.

First Generation Students

Discuss with students how colleges view extracurricular activities, including jobs. Encourage students to pursue an activity that interests them.

Proficient learners

For the chart on page 76, allow students to work alone, writing what they know about employment. Then have students evaluate how familiar they are with labor laws for minors. Have students confirm their findings with documentation from your state department of labor. Students can work independently to complete the chart on page 77.

Struggling learners To help them complete the chart on page 76, bring in a copy of your state labor laws and read applicable sections to struggling students. Assist students by asking: What is the age limit for a minor? Are there any limits to the number of hours a minor can work? Make sure students understand what a permit is. Have students discuss the importance of child labor laws.

English Language Learners

y

Proficient learners

DIFFERENTIATE INSTRUCTION


WHave stud

76 EDUCATOR GUIDE

UNITUNIT LESSON 2 cont...

ch the T

LE5 L5555555555

76 UNIT 5 Lesson 2

Working in My State

What is the

minimum age

requirement for

employment?

Do minors need a

work permit?

What is the

maximum number

of hours a minor

can work?

Are there any

exceptions to the

laws? What are

they?

Finding a Job

Now that you know about the benefi ts of having a job, how do you go about fi nding one? Getting a job is not as easy as it sounds. Th ere are laws to follow, application processes to complete, and employers to impress so they hire you.

Employment Laws

Th e fi rst step to getting a job is learning the laws regarding minors and work. Th ese laws vary by state, but as a general rule, the law says you must be at least 14 years old to hold a job. Th e law also limits the number of hours a person younger than 16 can work. Some state laws require minors to get a work permit before they can be hired. Th e laws also limit the type of work a minor can do. Th ere are also exceptions to the rules as well as special laws for certain kinds of jobs. It’s important to ask your school counselor what the rules are in your state and local area. Your counselor can guide you through the process, including getting a work permit if necessary.

Finding the Right Job

You might not have a lot of options for your fi rst job, but you should consider all of your options carefully. If you’re lucky, the right opportunity will present itself. You may be able to get a job that pays you and allows you to work in your area of interest. But sometimes you have to make your own luck. If you love animals and have thought about becoming a veterinarian, you should explore options for a job at a veterinarian’s offi ce, as well as the local animal shelter or zoo. Talk to your counselor about your interests. He or she might be able to suggest jobs that will allow you to work in your areas of interest.

Applying and Interviewing

Once you have decided on some potential places of employment, the next step is to apply for the jobs. You will need to visit the places where you think you would like to work and ask for an application. When you do, wear appropriate clothes and be polite to everyone you meet. People will take you seriously if you do. Carefully fi ll out the application. Errors

WORK ZONEWrite what you know about employment in your state. Confi rm what you think later, based on conversations with your counselor or by doing research on your own.

CB_EG_HS1_Unit5_Lesson2.indd 76 3/29/10 4:32:53 PM

Educator Guide for Unit 5, Lesson 2Educator Guide for Unit 5, Lesson 2

you love animals and have thought about becoming

You will need to visit the places where you think you would like to work and ask for an application. When

Extensions

Have students research local organizations that are seeking volunteers and prepare a chart of different ways in which they can volunteer their time—delivering meals, reading to children, walking pets, and so on. Students should find out if any special training or skills are required, what kind of references they might need, and what the process is to enroll. To extend, students can research about volunteer programs such as Learn and Serve America, the United Way, Big Brothers and Sisters, and Peace Corps.

Ex

Have stude

state the minimum age and

maximum hours of work for

minors allowed by law.

tell if minors need a work

permit in their state and list

any exceptions to the law.

prioritize the steps needed to

find a job.

Students should be able to:

HOW Do I Get There?

UNIT 5 LESSON 2 77

WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Getting a Job 77

KNOW YOURSELFAre you a volunteer at heart?

What would you like to do?

List all of the charities and

organizations in your area that

you would be interested in

working at as a volunteer. See if

one of them can use your help.

To-Do List

or a poorly completed application will not impress the hiring manager. As a result, you may not get called in for an interview. If you do have an interview, practice what you will say. Your school counselor or adviser can provide you with typical interview questions and assist you as you prepare.

Other Options

If you can’t fi nd a paying job that will build your skills, volunteer instead. While you won’t get paid any money, you will learn many of the same skills you would learn at a paying job. Th ese skills are just as valuable, and volunteering looks just as good on a college application as a paying job does.

Work with a partner and use the information in this unit to write a job-hunting To-Do List. Prioritize the steps you need to take. Then follow your checklist to fi nd a job.

WORK ZONE

local soup kitchen

Get a worker’s permit


WELCOME TO COLLEGEED IX

Welcome to CollegeEd continued

UNIT OBJECTIVES

Understand• how colleges view

extracurricular activities.

Distinguish between deep •

involvement in one activity and

lighter involvement in many.

Understand• the benefits of self-

development.

Introduce the UnitRead the Enduring Understanding:

My extracurricular choices contribute to the achievementof my goals.

Then have students read the text on pages 70–71.

Think AloudThink about the Enduring Understanding with students. Ask students to brainstorm a list of different clubs, organizations and sports your school offers. Then have small groups share which extracurricular activities they are involved in or find interesting. Encourage students who participate in after-school activities to describe the club’s objectives and their individual responsibilities. Prompt students who volunteer in the community or with their church to share their experiences as well.

In Unit 4,students learned how to manage time effectively, evaluate online sources, and prepare for admission tests.

Preview the LessonsHave students read the lesson titles on page 70. Have them predict what they will read in the unit. They can discuss questions they have before they read.


Preview thHave students rewhat they will rebefore they read

LO

OK

ING

BA

CK

UNIT OBJECTIVES

Understand• how colleges v



involvement in one activity

lighter involvement in man

Understand• the benefits of

development.


My extracurricular choices contribute to the achievemenof my goals

70 EDUCATOR GUIDE

UNITUUNIT

T OBJE

55555555555 UNIT OPENER

After-School Interests

After-school interests help develop who you are. Pursuing an interest in sports, music, clubs, youth groups or volunteering can help you decide what you like to do and let you have fun at the same time. After-school activities also teach you valuable skills and traits that can have a signifi cant effect on your future plans. Working a part-time job is a great way to earn money, and can also teach you important skills.

70 UNIT 5


After-school interests help develop who you are. Pursuing an interest in sports, music, clubs, youth groups or volunteeringcan help you decide what you like to do and let you havefun at the same time. After-school activities also teach you valuable skills and traits that can have a signifi cant effect on your future plans. Working a part-time job is a great way to earn money, and can also teach you important skills.

After Classes Are Dismissed

UNITUNIT555

LESSON 1 LESSON 2

Extracurricular Activities Getting a Job

Pages 72–73 Pages 74–77

CB_SE_HS1_Unit5_UnitOpener.indd 70 3/5/10 7:44:24 PM

5UNIT 55


CB_EG_HS1_Unit5_UnitOpener.indd 70 3/29/1 : :

WORK ZONEHave students read the directions or questions included in the Work Zone and then complete

the activity.

Proficient learnersHave students explain specific clubs or organizations that are available outside of the classroom. Have proficient learners describe the organizations that they know about to other students who are unaware or want to learn more about them.

Struggling learnersHelp students think of interests that could be related to an activity. For example, if students are interested in music, they might consider joining a choir, either at school or in the community. They might even consider starting their own band.

Proficient learners


Current want ads (Lesson 2)

State labor laws related to minors (Lesson 2)

Information on how to get a worker’s permit (Lesson 2)

Materials

HOW Do I Get There?

UNIT 5 UNIT OPENER 71

UNIT55


WHO Am I? WHERE Am I Going? HOW Do I Get There?

After Classes Are Dismissed 71

5UNITUU TTTUUUUNNNNIIITTTTUNIT 555

WORK ZONEComplete the organizer with activities or interests that you enjoy outside of the classroom.

“When I entered high school as a freshman I wanted to be a part of everything. I joined every club and every organization . . . but I was always out of time to do homework. It’s important to join a few extracurriculars that you’re passionate about and can really be involved in and balance your academics . . . . You have to start building your GPA from your freshman year and that’s just as important as extracurriculars.”

VOICE OF EXPERIENCE

Activities Outside of the Classroom


CB_EG_HS1_Unit5_UnitOpener.indd 71 3/29/10 4:33:39 PM

Lessons Lead to an Enduring Understanding

CollegeEd’s activity based lessons help students achieve an Enduring Understanding of the topic at hand. For example, the two lessons in Unit 5: After Classes Are Dismissed, address the objective:

NNNNNIII

Students will come to an Enduring

Understanding, such as: My extracurricular choices contribute to the achievement of my goals.

UNIT OBJECTIVES







development.

Introduce the Unit

UNIT OBJECTIVES







development.

ntroduce the Unit

UNITUNITUNIT

T OBJE

555555 UNIT OPENER





Think AloudThink about the Enduring Understanding with students. Ask students to brainstorma list of different clubs, organizations

d h l ff Th h



UNIT 5


Students understand how colleges view extracurricular activities; understand the difference between deep involvement in one activity and lighter involvement in many; understand the self-development benefits beyond building a résumé; learn that their extracurricular interests reveal their aptitudes.

Educator Guide for Unit 5, Opener

X EDUCATOR GUIDE

EG_FM_HS1.indd xEG_FM_HS1.indd x 4/1/10 11:29:34 AM4/1/10 11:29:34 AM

XI

XII EDUCATOR GUIDE

Section openers frame the concepts that will be covered in the units that follow.

The student workbooks are divided into three sections:

IntroductionStudents are introduced to CollegeEd in a four-page “Welcome” lesson. They learn why it is important to prepare for college now, are introduced to Roadtrip Nation and do some preliminary reflection on who they are and where they are going. They learn what they will do during the course of the CollegeEd program.

Sections

Units provide the titles and page numbers of all the lessons in the unit, preview what the unit will cover, provide a Work Zone where students will generate their thoughts, and feature a Voice of Experience—a quote from a high school or college student related to the topic at hand.

Section Opener Unit Opener

At a Glance:

Units provide the titles and page numbers of all

Unit Opener

“I always knew I wanted to do business. Career motivation was a big guide for what courses I took and how I approached each semester, course and schedule-wise. Career was de� nitely a huge motivation.”

VOICE OF EXPERIENCE


The Road to Your Future 23

“I alwCarewhateach Care

VO

UNITUU TTTUUUUNNNNIIITTTT 22

WORK ZONE

What do you think it takes to go to college?

Is college worth it?


Sometimes it’s hard to believe that the things we choose to do today can determine where we’ll be in our future. But it’s true. You have to map out your future by planning for it. Decide your long-term goals for college—and eventually for your career—and then make short-term goals that will bring you to your destination successfully. It sounds easy, but it does take some time and thought to make everything work out the way you want.

22 UNIT 2

Sometimes it’s hard to believe that the things we choose to do today can determine where we’ll be in our future. But it’s true. You have to map out your future by planning for it. Decide your long-term goals for college—and eventually for yourcareer—and then make short-term goals that will bring you toyour destination successfully. It sounds easy, but it does takesome time and thought to make everything work out the way you want.

The Road to Your Future

UNIT22

LESSON 1 LESSON 2 LESSON 3 LESSON 4

The Pathway from College to a Career

Setting Goals for Your Future

Is College Worth It? Anyone Can Go to College

Pages 24–27 Pages 28–31 Pages 32–35 Pages 36–37


Section openers frame

21

Am I Going?

WHEREAm I Going?

Now you have an idea of what you might want to do in high school and beyond. How can going to college help make your dreams a reality? In Section 2, you will discover the tools you need to set goals for yourself, explore them and consider what they mean for your future.

Now you have an idea of what you mightwant to do in high

2Section

CB_SE_HS1_Section Openers.indd Sec2:21 3/5/10 10:35:01 PM

High school is an important time in your life when you begin to make your own decisions and start planning your own future. It is a time for taking ownership of your own choices, and for being responsible for the decisions you make.CollegeEd is a program that will help you make the decisions and choices that are best for you. � ink of this course as a journey of self-discovery. Along the way, you’ll ask yourself three very basic questions.

WHO Am I? What makes you unique? What do you like, dislike and believe? What interests you? � e more you know about what makes you who you are, the better able you will be to answer this very important question.

WHERE Am I Going? What type of future do you see for yourself? What kind of dream career � ts who you are, your personality and abilities? How did other people � gure out what they wanted to do with their lives? � inking about where you might want to go in life is the � rst step to getting there.

HOW Do I Get There? What can you do now to start making your plans and dreams a reality? Asking how to get to where you want to go in the future is directly related to the choices and decisions you are now empowered to make. By exploring these three questions and all the other questions in between, CollegeEd will help you develop a plan of action that will get you to where you want to be.

“CollegeEd allows students to dream, believe in the dream, and take steps to make the dream come true.”

—Charlie Barthelemy, CollegeEd Teacher, Katy, Texas

VOICE OF EXPERIENCE

WELCOME TO WELCOME TO


CE OF EXPERIENCEVOIC

COLLEGEEDWHO A I?WHO Am I? WHERE Am I Going?WHERE Am I Going? HOW Do I Get There?

COLLEGEED

Introduction: LESSON 1

Welcome to CollegeEd 1

The Student Workbook

WHO Am I?

WHERE Am I Going?

HOW Do I Get There?

Lesson Features

Lesson features include Know Yourself questions; Tips; and Did You Know? statistics.

GlossaryA glossary of key terms is provided at the end of the workbook.

The final page of each section asks students to review and reflect on everything they have done in the unit.

Lesson Text The text on the top half of each page provides the content students need to master.

Words for Success Key terms are defined in brief.

Work Zone The lower portion of each page has a Work Zone where students will write reflections and essays, answer questions, brainstorm, record results of research and engage in other activities designed to further their mastery of the concept being covered. With a few exceptions, Work Zones can be done in class without any additional resources or materials.

Lessons Section Wrap-Up

Lesson Text The text on the

WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

The Pathway from College to a Career 25

Class/Activity Skills to Develop Class/Activity Skills to Develop

Think of four classes or activities in which you do not do well. What skills do you need to develop to do well in the classes or activities? Why are these skills important?

can just be a way to earn money, and may or may not be something you enjoy doing. A career, on the other hand, is something you want to do for the long term because you � nd it meaningful and ful� lling. It’s rare for a career to consist of a single job. Usually a career is a series of jobs that build upon each other as your knowledge, skills and achievements increase. You may have more than one career—most people do. Each can provide a sense of personal happiness and satisfaction.

Discovering Your Career Path

Identifying your interests is one of the � rst steps in choosing a career. Ask yourself what you really like to do; uncover what makes you feel happy and satis� ed. Look at the classes you do well in, and decide whether they have any connections to college majors and careers.In your search to understand your strengths and interests, talk to family members and older friends. Ask them questions about their work experiences and careers to help you explore something you might like to do for a living.

Don’t stop at just your family and friends. Talk to school counselors, teachers, administrators and local professionals. � ese people have worthwhile college and career experience to share. Perhaps one of these professionals could serve as a mentor, or guide, during your college and career exploration.A� er you identify your existing interests and skills, serving as a volunteer is an excellent way to develop them. Volunteering for a cause you care about can give you an opportunity to explore various career interests in preparation for college and work. Consider local charities, nonpro� t organizations, schools, businesses and hospitals as places for strengthening your skills and developing your understanding of di� erent professions.

major subject area a student specializes in while in college

g y gWORK ZONEGo to the


WORK ZONE

24 UNIT 2 Lesson 1

Class/Activity Skills Developed Class/Activity Skills Develop


Think about four classes or activities in which you do well and the skills you develop in these classes or activities. How might your skills lead you to become a better student or person?

Competing in a Global Economy

You have probably heard a great deal of talk about the world getting smaller and smaller. People all over the world are connected in ways no one ever thought would be possible. In today’s world, you will have to increase your knowledge and skills regularly in order to compete. A high school education is no longer enough to help you get a good job in a global economy in which workers must have more skill and � exibility. Having a plan to further develop your knowledge and skills a� er high school will help prepare you to live the life you choose.

Why a Career Makes a Difference

In the 21st century, the United States has moved away from manufacturing things to producing knowledge. Workers can no longer depend on having one job and one set of skills for their entire working life. Working in today’s world requires you to have many varied skills. � ese skills are similar to the ones that you are developing in school. � e ability to think through and solve a complex problem, communicate e� ectively, and use technology to do research or complete a given task are some of the same skills you’ll need when you begin working in your chosen career. What is the di� erence between a job and a career? A job is the work you are doing at the moment. It


global economy the world economic system that ties all nations of the world together

career a � eld of work that requires special education, training or experience

WORDS FOR SUCCESS

Part-time job Saving $$English Language Arts Writing better



Glossary 121

UNITS 1–10UNITS 1–10

Glossary— Admission test Standardized examination that many colleges require or recommend for

admission.

— Associate degree A degree granted by a college or university upon completion of a two-year program of study. In general, the associate of arts (A.A.) or associate of science (A.S.) degree is granted a� er completing a program of study similar to the � rst two years of a four-year college curriculum. � e associate in applied science (A.A.S.) is awarded by many colleges upon completion of technological or vocational programs of study.

— Bachelor’s degree A degree granted by a college or university upon completion of a four- or � ve-year program of study. � e bachelor of arts (B.A.), bachelor of science (B.S.), and bachelor of � ne arts (B.F.A.) are the most common bachelor’s degrees. College catalogs describe the types of degrees awarded in each major.

— College � e generic term for an institution of higher learning. � ere are many types of colleges: two-year or four-year, public or private, specialized and more.

— College-preparatory subjects Areas of high school study required or recommended as preparation for college. College-preparatory subjects usually include English, history and social studies, foreign languages, mathematics, science and the arts.

— Community/junior college A two-year college where you can earn an associate degree. Community colleges are public, whereas junior colleges are private.

— Degree An award given by a college or university certifying that a student has completed a course of study.

— Diversity (college campus) When used to describe college campuses, diversity refers to the presence or absence of a variety of di� erent types of students in terms of race, ethnicity, creed or place of origin.

— Extracurricular activities Activities o� ered by a school or college that students can participate in a� er class, such as sports and clubs.

— Financial aid Money awarded to students to help them pay for college, which can come in the form of gi� s (scholarships and grants) and self-help aid (loans and work-study opportunities).

— Grade point average (GPA) A system used by many schools for evaluating the overall scholastic performance of students. Your GPA is the average of all grades in all your classes. Colleges typically look at your GPA for grades 9–12.

— Graduate degree A degree pursued a� er a student has earned a bachelor’s degree. � e master’s degree, which requires one to three years of study, is usually the degree earned a� er the bachelor’s. � e doctoral degree requires further study.

— Grant A type of � nancial aid that doesn’t have to be repaid. � e terms grant and scholarship are o� en used interchangeably to refer to gi� aid, but grants are usually awarded solely on the basis of � nancial need. See also scholarship.

— Honors courses Classes that have a higher level of expectation than regular high school courses. Honors courses usually require students to think more critically, and teachers may have a higher level of knowledge in their � eld.

— Loan Money that you borrow and have to pay back, usually with interest over a speci� ed period of time.

The final page of each

Do I Get There?

HOWDo I Get There?

3

Section 2

48 SECTION 2 Wrap-Up

WRAP-UP

WHERE AM I GOING?You have started thinking about what goals you want to accomplish in life. Take a few minutes to re� ect on where you are going by answering the questions below.

Putting Together Your Plan

Why is having long-term goals important?

How can college help you achieve your goals?

Why is it important to take courses that challenge you?

HOW DO I GET THERE?In the next section, you’ll discover ways to start making your long-term goals a reality. What questions or concerns do you have about setting the short-term goals to reach your destination? List some below.Who can I ask to help me reach my goals?

CB_SE_HS1_S2_Wrap-up.indd Sec1:48 3/5/10 10:38:11 PM

Most high school counselors publish a regular scholarship

newsletter for students

and families.

Did You Know?

College deadlines are true deadlines. They are not suggestions!

College deadlines are true deadlines. They are not suggestions!

TIPKNOW YOURSELFGetting to know yourself might take a little time. Try sitting down with a friend and interviewing each other. Here are some questions you might ask each other:

• Do you enjoy talking to people you don’t know well?

• How would you feel about exploring a new city?

Be creative and think of interesting things to ask each other. You might fi nd out things you never knew… about yourself.

AT A GLANCE: THE STUDENT WORKBOOK XIII

Enduring UnderstandingThe Enduring Understanding that students should grasp by the end of their work on a unit is presented at the very top of the Background spread. The Enduring Understanding is not stated in the student materials, but there are many ways to ensure students have grasped the point of their exploration of each lesson.

Unit Objectives Each unit has a clear objective, which is stated here (it is also reiterated in bulleted form on the unit wrap).

Background InformationBrief, current information on each lesson is provided. Most backgrounders cover material not covered in the lessons themselves—statistics, current trends and more that may be of use. The background information is supplemental: we provide it because not everyone teaching CollegeEd is an expert on college or career planning and may want a quick overview of the college planning and career exploration landscape.

At a Glance: The Educator Guide

Unit BackgroundYou don’t have to be an expert on college planning to teach CollegeEd. This section provides helpful, current and authoritative information about the unit topics that will be covered.

Engaging FamiliesFamilies should encourage and support their child’s efforts to pursue AP and honors courses or other advanced courses. This may require tutoring and extra study time. Parents should also make sure their child is taking the proper courses for high school graduation as well as the required courses for college admission. It also never hurts to remind students that constant improvement is a strong sign of success in college.

Portfolio Opportunity

Pages 46–47

PO

es 46–47

EngFamiland sto pucourscourstutoriParensure tpropegradurequiadmisreminimprosucc

PPage

LESSON 1 cont...

• Your students need to understand how classes build on each other, and that they will need to take courses that build upon prior knowledge. Your school counselor will know the appropriate sequencing of math and science courses. Stress the importance of taking math: “Of all pre-college curricula, the highest level of mathematics one studies in secondary school has the strongest continuing influence on bachelor’s degree completion. Finishing a course beyond the level of Algebra 2 (for example, trigonometry or pre-calculus) more than doubles the odds that a student who enters postsecondary education will complete a bachelor’s degree.” (Answers in the Toolbox; Clifford Adelman, 2004.)

• Colleges are favorably impressed by improved grades over time: a student who has mediocre grades in 9th and 10th grade will be a viable college candidate if he or she improves those grades in 11th and 12th grade. However, rigor is also taken into account; colleges are not as impressed with A’s in easier classes as they are with B’s in harder classes.

• Many colleges require two years of foreign language, and selective colleges will require or recommend three or four years of language. Alert your students that this should be the same language—not a year of Spanish and a year of French.

LESSON 2

Getting Ready for College: Students learn the importance of having an academic plan in high school. They learn that colleges typically have stricter requirements for graduation than high schools. They learn how to get academic and other help, if needed.

• Students should know the difference between high school graduation requirements and college admission requirements. The courses colleges require differ from college to college but usually include the following:

• 8 credits (4 years) of English

• 6 credits (3 years) of math, including Algebra I, geometry and Algebra II

• 2 additional credits (1 or more years) of math beyond Algebra II (trigonometry or calculus)

• 6 credits (3 years) of laboratory science, such as biology, chemistry, physics or earth science

• 6 credits (3 years) of social studies, such as U.S. history, world history, government, or economics

• 4 to 6 credits (2 to 3 years) of a second language

• Stress the difference between fulfilling high school graduation requirements and taking college prep classes (for example, most colleges expect applicants to have taken at least two years of a foreign language).

• Find out what your school’s policy is on enrolling students in AP and encourage students to enroll if they are willing to take the challenge.

UNIT 3 BACKGROUND 38B

CB_EG_HS1_Unit3_Backgrounder.indd 38B 3/29/10 4:22:01 PM

UNIT33

B A C K G R O U N D O N

ENDURING UNDERSTANDING: Rigorous academic classes prepare me for success in college and life.

The High School ExperienceUNIT OBJECTIVES

Students know the importance of rigorous high school course work to college admission; know the course prerequisites and academic sequences necessary to succeed in those courses; and understand the impact of choices on aspirations. They learn the basics of the AP® program; consider taking AP courses; and consider taking the PSAT/NMSQT®.

LESSON 1

Your Plan for Success: Students review how high school is different from middle school. They learn how classes build on one another, and that colleges want to see a progression through more and more challenging classes. They learn that high school is the incubator for skills that will serve them in the future. They learn the importance of taking challenging courses such as AP, and the value of the PSAT/NMSQT.

• What do colleges want? The school record is the most important factor, followed by test scores; this has been true for decades. Currently, 87 percent of all four-year colleges indicate that the school record is very important or important, and 85.5 percent of colleges find test scores to be important or very important.

• Most four-year colleges want to see academic classes, honors or AP, and other evidence that the student has challenged himself or herself. They know which classes your school offers from the school profile that is provided by the counseling office along with your students’ college applications. This information enables the colleges to determine the extent to which students have taken the challenging courses available to them.

• Community colleges are open admission, meaning they admit students with a high school diploma, regardless of grades or courses taken. However, students increase their chances of completing a two-year degree program, or of transferring to a four-year college, if they are well prepared for community college classes.

• Find ways to help your students get the academic help they need. If students have difficulty with a subject or need better study skills, they need to know that support is available and how to access that support.

38A EDUCATOR GUIDE

CB_EG_HS1_Unit3_Backgrounder.indd 38A 3/29/10 4:21:59 PM

XIV EDUCATOR GUIDE

33333333333333333333333333333333333333


ENDURING UNDERSTANDING: ENDURING UNDERSTANDING: ENDURING UNDERSTANDING: ENDURING UNDERSTANDING: Rigorous academic classes prepare me for success in college and life. prepare me for success in college and life. prepare me for success in college and life. prepare me for success in college and life.

The High School The High School The High School The High School The High School ExperienceExperienceExperienceUNIT OBJECTIVESUNIT OBJECTIVES

Students know the importance of rigorous high school course work to Students know the importance of rigorous high school course work to Students know the importance of rigorous high school course work to Students know the importance of rigorous high school course work to college admission; know the course prerequisites and academic sequences college admission; know the course prerequisites and academic sequences college admission; know the course prerequisites and academic sequences college admission; know the course prerequisites and academic sequences necessary to succeed in those courses; and understand the impact of necessary to succeed in those courses; and understand the impact of necessary to succeed in those courses; and understand the impact of necessary to succeed in those courses; and understand the impact of choices on aspirations. They learn the basics of the APchoices on aspirations. They learn the basics of the APchoices on aspirations. They learn the basics of the AP® program; consider program; consider taking AP courses; and consider taking the PSAT/NMSQTtaking AP courses; and consider taking the PSAT/NMSQTtaking AP courses; and consider taking the PSAT/NMSQT®.

LESSON 1






38A 38A EDUCATOR GUIDEEDUCATOR GUIDE

Engaging FamiliesCollegeEd encourages students to explore the process of college and career exploration with their families, and the program provides suggestions and gives recommended strategies for family engagement.

Portfolio OptionMany educators who teach CollegeEd have their students build college planning and career exploration portfolios. These portfolios can be especially valuable when students go through the actual college planning search and application process in their senior year. An icon in the Educator Guide indicates which lessons would be useful artifacts for a portfolio. Note: portfolio indicators appear only in the Educator Guide.




Pages 46–47

PO

es 46–47


PPage

LESSON 1 cont...




LESSON 2












CB_EG_HS1_Unit3_Backgrounder.indd 38B 3/29/10 4:22:01 PM

UNIT33





LESSON 1






38A EDUCATOR GUIDE

CB_EG_HS1_Unit3_Backgrounder.indd 38A 3/29/10 4:21:59 PM

AT A GLANCE: THE EDUCATOR GUIDE XV

Engaging FamiliesEngaging FamiliesFamilies should encourage and support their child’s efforts and support their child’s efforts to pursue AP and honors courses or other advanced courses. This may require tutoring and extra study time. tutoring and extra study time. Parents should also make sure their child is taking the sure their child is taking the proper courses for high school proper courses for high school graduation as well as the required courses for college required courses for college admission. It also never hurts to admission. It also never hurts to remind students that constant remind students that constant improvement is a strong sign of success in college.success in college.

Portfolio OpportunityPO

es 46–47

EngFamiland sto pucourscourstutoriParensure propegradurequiadmisreminimprosucc

PPage

LESSON 1 cont...




LESSON 2











UNIT 3 BACKGROUND UNIT 3 BACKGROUND 38B38B

Introduce the UnitThe Enduring Understanding, or what students should internalize through the lesson, is presented. This feature does not appear in the student workbooks.

Think AloudThis feature suggests ways a teacher might introduce the Enduring Understanding in class.

Preview the LessonsThis text suggests ways students can predict what they might learn in the lesson.

Looking BackThis text provides a summary of the prior unit.


the activity.

Proficient learnersMake sure students provide any obvious answers about the requirements, such as good grades, career goals and adequate funding necessary for college. Encourage students to extend their thinking and consider less obvious needs such as a strong work ethic, interest in adventure and a motivation to achieve.

Struggling learnersEncourage students to answer these questions without worrying whether they are providing the correct answer. Remind students that they are only beginning to explore their reactions to a possible college experience. Note that it is important to express what they feel and know now so that at the end of the unit they can look back and see how their thinking might have changed.

Proficient learners


Lesson Resources

Sample career descriptions, with required education level, skills needed, job outlook information and earning potential (Lesson 3)

Additional Resourceswww.bls.govOccupational Outlook Handbook (found at bls.gov)State job websites (Lesson 1)Education Pays (at www.collegeboard.com)www.census.gov (Lesson 3)www.firstinthefamily.org (Lesson 4)

WHERE Am I Going?


“I always knew I wanted to do business. Career motivation was a big guide for what courses I took and how I approached each semester, course and schedule-wise. Career was defi nitely a huge motivation.”

VOICE OF EXPERIENCE




VO

UNITUU TTTUUUUNNNNIIITTTT 22

WORK ZONE




The Unit WrapThe introduction to each unit can be taught as a lesson. The first page introduces the unit content. The facing page introduces a Voice of Experience and invites student reflection in a Work Zone.

XVI EDUCATOR GUIDE


UNIT OBJECTIVES

Review the value of higher • education and learn that college

is possible for everyone.

Relate high school to college • aspirations.

Value the importance of goal • setting and rigorous academic

choices.

Consider pursuing honors or • AP courses.


A direct connection exists between higher education and career choices.


Think AloudAsk students to consider what the Enduring Understanding means as it relates to the title of the unit. Have volunteers describe how a road to the future is a direct connection between education and a career. Remind students that what they do now could have a positive or negative effect on their futures. Allow students to suggest how planning and setting goals will strengthen the connection between education and what you do in life. Have students explain the metaphor of college as a destination on life’s road to strengthen understanding of the Enduring Understanding.

In Unit 1,students learned what it means to “define your own road in life” and how this applies to college selection.


life. Have students explain the metaphorof college as a destination on life’s road to strengthen understanding of the EnduringUnderstanding.

In Unit 1,students learned what it means to “defineyour own road in life” and how this applies to college selection.


LO

OK

ING

BA

CK

UNIT OBJECTIVES

Review the value of higher• education and learn that co


Relate high school to colleg•aspirations.

Value the importance of go• setting and rigorous acade

choices.

Consider pursuing honors o• AP courses.


22 EDUCATOR GUIDE

UNITUNIT

T OBJE



22 UNIT 2



UNIT22







Review the value of higher Review the value of higher

education and learn that college education and learn that college

Relate high school to college

Value the importance of goal

setting and rigorous academic

Consider pursuing honors or

Read the Enduring Understanding:



Think AloudAsk students to consider what the Enduring Understanding means as it relates to the title of the unit. Have volunteers describe how a road to the future is a direct connection between education and a career. Remind students that what they do now could have a positive or negative effect on their futures. Allow students to suggest how planning and setting goals will strengthen the connection between education and what you do in life. Have students explain the metaphor Preview the Lessons

Have students read the lesson titles on page 22. Have them predict what they will read in the unit. They can discuss questions they have before they read.


In Unit 1,studentslearned what it means to “defineyour own road in life” and how thisapplies to college selection.


LO

OK

ING

BA

CK

UNIT OBJECTIVES

Review the value of hif hif gher• education and learn that co




choices.



22 22 EDUCATOR GUIDEEDUCATOR GUIDEEDUCATOR GUIDE

UNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNIT

T OBJE

22222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222 UNIT OPENERUNIT OPENERUNIT OPENER

22 UNIT 2

Sometimes it’s hard to believe that the things we choose to do today can determine where we’ll be in our future. But it’s true. You have to map out your future by planning for it. Decideyour long-term goals for college—and eventually for yourcareer—and then make short-term goals that will bring you toyour destination successfully. It sounds easy, but it does takesome time and thought to make everything work out the wayyou want.

The Road to The Road to Your FutureYour FutureYour Future

22222222222222222222222222222222222222

LESSON 1 LESSON 2 LESSON 3 LESSON 4LESSON 1 LESSON 2 LESSON 3 LESSON 4LESSON 1 LESSON 2 LESSON 3 LESSON 4LESSON 1 LESSON 2 LESSON 3 LESSON 4



Is College Worth It? Anyone Can Go to Is College Worth It? Anyone Can Go to College

Pages 24–27 Pages 28–31 Pages 32–35 Pages 36–37Pages 24–27 Pages 28–31 Pages 32–35 Pages 36–37Pages 24–27 Pages 28–31 Pages 32–35 Pages 36–37Pages 24–27 Pages 28–31 Pages 32–35 Pages 36–37

Materials


the activity.



Proficient learners


Lesson Resources



WHERE Am I Going?



VOICE OF EXPERIENCE




VO

22

WORK ZONE




Work ZoneSuggestions for differentiating the students’ unit Work Zone activity are provided.

MaterialsVery few CollegeEd lessons require materials of any sort, but if materials are needed or recommended, that is outlined here, with clear indication of which lesson needs the resource.

Additional ResourcesSuggestions for useful print and online resources for educators are listed here.

UNIT OBJECTIVES

Review the value of higher • education and learn that college


Relate high school to college • aspirations.

Value the importance of goal • setting and rigorous academic

choices.

Consider pursuing honors or • AP courses.










LO

OK

ING

BA

CK

UNIT OBJECTIVES

Review the value of higher• education and learn that co




choices.



22 EDUCATOR GUIDE

UNITUNIT

T OBJE



22 UNIT 2



UNIT22







AT A GLANCE: THE EDUCATOR GUIDE XVII


the activity.

Make sure students provide any obvious answers about the requirements, such as good grades, career goals and adequate funding necessary for college. Encourage students to extend their thinking and consider less obvious needs such as a strong work ethic, interest in adventure and a motivation to achieve.


Proficient learners

DIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTION

Lesson Resources


Additional Resourceswww.bls.govwww.bls.govOccupational Outlook Handbook (found at bls.govbls.gov)State job websites (Lesson 1)Education Pays (at www.collegeboard.comwww.collegeboard.com)www.census.govwww.census.gov (Lesson 3)www.firstinthefamily.orgwww.firstinthefamily.org (Lesson 4)

WHERE Am I Going?WHERE Am I Going?WHERE Am I Going?


“I always knew I wanted to do business. Career motivation was a big guide for Career motivation was a big guide for what courses I took and how I approached each semester, course and schedule-wise. each semester, course and schedule-wise. each semester, course and schedule-wise. Career was defiCareer was defi nitely a huge motivation.” nitely a huge motivation.” nitely a huge motivation.”Career was defi nitely a huge motivation.”Career was defiCareer was defi nitely a huge motivation.”Career was defi

VOICE OF EXPERIENCE



“I al“I al“ wCarewhateachCare

VO

22222

WORK ZONE



Is College Worth It? Anyone Can Go to

Essential QuestionsThe questions that students should be able to answer by the end of the lesson are listed here. These do not appear in the student workbook.

Preview the TextThis feature provides suggestions on how to introduce the lesson to students.

Discuss Words for SuccessThis section provides definitions of the Words for Success that are more detailed than those presented in the student workbooks. A glossary at the back of this guide provides additional definitions of more than 100 key terms.

Work ZoneSuggestions for how your students might utilize the Work Zone area are provided. If the completed Work Zone would be a useful portfolio artifact, the Portfolio icon appears. If a Work Zone activity yields right or wrong answers, the correct answers are provided here in gray italics.

Teach the Text cont...Stress the fact that even small colleges draw students from a wide range of locations and backgrounds. Therefore, every student attending college is unique and finding his or her own way.

Monitor ComprehensionSay: Many people fear taking a chance. I have done many things in my life I wasn’t sure about until I did them. Can anyone give me an example of a similar situation?

✔ realize that all kinds of students attend college.

✔ understand that colleges have diverse populations.

✔ realize that different financial arrangements can allow students to find a college they can afford.

Students should be able to: CORE ALIGNED STANDARDS

College Board StandardsS2 Speaking in Interpersonal ContextsL3 Listening for Diverse PurposesW2 Generating Content CR*W3 Drafting CR*

21st Century Reason Effectively (LI.CT.1)Communicate Clearly (LI.CC.1)Solve Problems (LI.CT.4)

Extensions

Have students write a letter to a family member or friend who has decided to tackle a challenge similar to going to college, such as moving to a different part of the country or taking on a second job. Students should focus on asking questions like the ones included in the lesson. They should try to focus on doubts or problems they have heard about and how the person they are writing to faced the challenges.

Ex

Have stude

WHERE Am I Going?

UNIT 2 LESSON 4 37

WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Anyone Can Go to College 37

You’ll Fit InMost colleges have students from many diff erent backgrounds. Some will come from other countries, and some may come from your own neighborhood. College is a great place to meet new kinds of people, and the more people you feel comfortable with, the better prepared you’ll be for the world aft er college. And don’t worry if you don’t know yet what career you want or what to study. Th at’s true for most college freshmen. College will expose you to subjects and careers you haven’t thought of before.

You Can Do ItTh ere are times in life when you have to take a little risk, a leap of faith. Going to college may be one of those times. Believe in yourself. Do

your research and know your interests and skills. Knowledge will give you self-confi dence. Manage your time and perfect your study skills. Complete your short-term goals while focusing on your long-term goal. Before you know it, you’ll be attending a graduation ceremony and receiving a college diploma.

Why a Myth Shouldn’t Keep You from College

Look again at the myths you “busted” on page 36. Pick one of them and do a role-play in which you convince your partner that this myth should not keep him or her from attending college.

WORK ZONE

EQ 1

ESSENTIAL QUESTIONS

What does “anyone can go to

college” mean?

Preview the TextPoint out to students that this lesson is focused on clarifying some things students might hear about the challenges of college. Have students use the headings and titles to write a list of myths or misconceptions related to college they may have or have heard about, such as that some students are “college material” and some aren’t.

Teach the TextEncourage a discussion about the common misconceptions noted in the second paragraph. Have students explore where the idea came from that only students who do well academically attend college. Students should also realize that there are different types of colleges. They may only be familiar with colleges that are difficult to get into. Explain that the vast majority of students find their needs met at less “famous” schools. Touch on the topic of paying for college, because this can be a major deal-breaker for many students. They will learn the details later, but treat this “myth” in a similar manner by having students understand that there is financial aid to help them pay for college.


the activity.

Proficient learnersFor each “myth” statement, have students provide one or two sentences that explain why the statement is a myth. They can also rewrite the sentence so that it states a fact.

Have students complete the activity and then also write a sentence or two explaining why each statement is a myth or a truth. They should also note how to turn the myths into truths. And as they role-play debunking myths, they should strive for accuracy.

Struggling learners Have students rewrite these statements in their own words. Students should try to make up reasons why someone would say this. In the role-playing exercise, monitor the exchanges and make sure students are really debating the issues.

Proficient learners


WHave stud

36 EDUCATOR GUIDE

UNITUNIT LESSON 4

SENTIA

LE2 L222222222222

WORK ZONE

36 UNIT 2 Lesson 4

22 LESSON 4

College Is an Open Door

If no one in your family has ever gone to college, it’s easy to think that college isn’t for you. But nothing could be further from the truth. All you need is the desire and a plan. Do some research and work hard in your high school classes every day. Soon college won’t be a dream. It will be a reality!

You Can Get in and Succeed

You might think that only certain types of students go to college—like brainy “A” students or top athletes—and you’re not one of them. Not true! College students aren’t all geniuses or all-stars. Most are regular students just like you. So don’t worry about college; just get ready for it. First, be sure to graduate from high school and be willing to work hard. Th ere will be a college somewhere happy to have you. Once you’re in college, stay

focused. Good study habits and time-management skills will take you far in both high school and college. What is it that you really need to succeed? A good work ethic, the will to commit and a positive attitude.

There Will Be a Way to Pay

Finding a way to pay for college is one of the biggest concerns for most students. Most students get fi nancial aid to help pay for college, and most of that aid is based on need. Th at means the less money you have for college, the more aid you are eligible for. (You’ll learn more about that in Unit 9.) Also, not all colleges are super expensive. Th e truth is that colleges vary in price, and most are more aff ordable than people think, especially aft er fi nancial aid is factored in. Th e cost of college can be less than the cost of owning and driving a car.

Anyone Can Go to College

Be a College Myth Buster

I can’t go to college because I can’t afford it.

College will offer me more opportunities than high school.

I have no one to help me apply for college.

It’s very difficult to get money to help pay for college.

I can’t go! I don’t know what I want to do with my life.

College will be too hard for me.

I won’t be accepted into a college.

College will be four more boring years of school.

College is a great place to meet new people.

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Discuss each of the following statements with a partner. Then circle “Myth” or “Fact.” After everyone has fi nished, discuss the correct answers as a class.


The Lesson Wrap

Differentiate InstructionSuggestions for differentiating the students’ Work Zone activities are provided. All lessons include suggestions for modifying the delivery of the lesson for proficient and struggling learners. Some lessons may have additional differentiated learning suggestions for first-generation students and English Language Learners.


XVIII EDUCATOR GUIDE

WORK ZONE

EQ 1

ESSENTIAL QUESTIONS


college” mean?


Teach the TextEncourage a discussion about the common misconceptions noted in the second paragraph. Have students explore where the idea came from that only students who do well academically attend college. Students should also realize that there are different types of colleges. They may only be familiar with colleges that are difficult to get into. Explain that the vast majority of students find their needs met at less “famous” schools. Touch on the topic of paying for college, because this can be a major deal-breaker for many students. They will learn the details later, but treat this “myth” in a similar manner by having students understand that there is financial aid to help them pay for college. aid to help them pay for college.


the activity.

For each “myth” statement, have students provide one or two sentences that explain why the statement is a myth. They can also rewrite the sentence so that it states a fact.


Struggling learnersHave students rewrite these statements in their own words. Students should try to make up reasons why someone would say this. In the role-playing exercise, monitor the exchanges and make sure students are really debating the issues.

Proficient learners

DIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTIONDIFFERENTIATE INSTRUCTION

WHave stud

36 EDUCATOR GUIDE

UNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNIT LESSON 4LESSON 4

SENTIA

LEL2222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222

WORK ZONE

36 UNIT 2 Lesson 4

2222222222222222222222222222222222222 LESSON 4LESSON 4LESSON 4LESSON 4




You might think that only certain types of students go to college—like brainy “A” students or top athletes—and you’re not one of them. Not true! College students aren’t all geniuses or all-stars. Most are regular students just like you. So don’t Most are regular students just like you. So don’t worry about college; just get ready for it. First, be worry about college; just get ready for it. First, be sure to graduate from high school and be willing sure to graduate from high school and be willing to work hard. Th ere will be a college somewhere to work hard. Th ere will be a college somewhere to work hard. Thhappy to have you. Once you’re in college, stay



Finding a way to pay for college is one of the biggest concerns for most students. Most students get fi nancial aid to help pay for college, and most get fi nancial aid to help pay for college, and most get fiof that aid is based on need. Th at means the less of that aid is based on need. Th at means the less of that aid is based on need. Thmoney you have for college, the more aid you are eligible for. (You’ll learn more about that in Unit 9.) Also, not all colleges are super expensive. ThAlso, not all colleges are super expensive. Th e e Also, not all colleges are super expensive. Th e Also, not all colleges are super expensive. ThAlso, not all colleges are super expensive. Th e Also, not all colleges are super expensive. Thtruth is that colleges vary in price, and most are more aff ordable than people think, especially aftmore aff ordable than people think, especially aftmore aff er ordable than people think, especially aft er ordable than people think, especially aftfi nancial aid is factored in. Thfi nancial aid is factored in. Thfi e cost of college can nancial aid is factored in. Th e cost of college can nancial aid is factored in. Thbe less than the cost of owning and driving a car.

Anyone Can Go to CollegeAnyone Can Go to CollegeAnyone Can Go to CollegeAnyone Can Go to CollegeAnyone Can Go to CollegeAnyone Can Go to College











Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?


WORK ZONEWORK ZONE

Core Aligned Standards The main standards addressed by the lesson are listed here. A crosswalk aligning each lesson (and each homework assignment) to College Board, 21st Century, and American School Counselor Association standards is provided at the end of the Educator Guide. Standards preceded by an asterisk are addressed only through the extensions.



✔ realize that all kinds of students attend college.

✔ understand that colleges have diverse populations.

✔ realize that different financial arrangements can allow students to find a college they can afford.


College Board Standards

L3 Listening for Diverse PurposesW2 Generating Content CR*W3 Drafting CR*


Extensions


Ex

Have stude

WHERE Am I Going?

UNIT 2 LESSON 4 37

WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?


You’ll Fit InMost colleges have students from many diff erent backgrounds. Some will come from other countries, and some may come from your own neighborhood. College is a great place to meet new kinds of people, and the more people you feel comfortable with, the better prepared you’ll be for the world aft er college. And don’t worry if you don’t know yet what career you want or what to study. Th at’s true for most college freshmen. College will expose you to subjects and careers you haven’t thought of before.

You Can Do ItTh ere are times in life when you have to take a little risk, a leap of faith. Going to college may be one of those times. Believe in yourself. Do




WORK ZONE

EQ 1

ESSENTIAL QUESTIONS


college” mean?




the activity.




Proficient learners


WHave stud

36 EDUCATOR GUIDE

UNITUNIT LESSON 4

SENTIA

LE2 L222222222222

WORK ZONE

36 UNIT 2 Lesson 4




















Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?



Teach the TextA suggested approach to teaching the lesson is provided here. Some lessons offer “Optional approaches” as well.

Monitor ComprehensionThese questions will help you gauge student comprehension of the key points of the lesson.

ExtensionsAll lessons have suggested extensions. Extensions provide opportunities for students to further explore the concepts introduced in the lesson, either in class or as a homework assignment.

“Students should be able to” SummaryThis highlights the key points students should understand after completing the lesson.


AT A GLANCE: THE EDUCATOR GUIDE XIX



✔✔✔ realize that all kinds of realize that all kinds of students attend college.

✔✔✔ understand that colleges understand that colleges have diverse populations.

✔✔✔✔ realize that different financial realize that different financial arrangements can allow students to find a college they can afford.

Students should be able to:Students should be able to: CORE ALIGNED STANDARDS CORE ALIGNED STANDARDS


L3 Listening for Diverse PurposesW2 Generating Content CR*W3 Drafting CR*


Extensions


Ex

Have stude

WHERE Am I Going?WHERE Am I Going?

UNIT 2 LESSON 4 37

WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

IG

oingg

?H

OW

Do

IG

etT

here?

WH

OA

mI?


You’ll Fit InMost colleges have students from many dmany dmany ifferentifferentiffbackgrounds. Some will come from othercountries, and some may come from your ownneighborhood. College is a great place to meetnew kinds of people, and the more people you feel comfortable with, the better prepared you’ll be for the world after college. And don’t worry ifyou don’t know yet what career you want or whatto study. That’s true for most college freshmen.College will expose you to subjects and careersyou haven’t thought of before.

You Can Do ItThere are times in life when you have to take alittle risk, a leap of faith. Going to college maybe one of those times. Believe in yourself. Do

your research and know your interests and skills.Knowledge will give you self-f-f confi dconfi dconfi ence. Manageyour time and perfect your study skills. Completeyour short-term goals while focusing on yourlong-term goal. Before you know it, you’ll beattending a graduation ceremony and receiving acollege diploma.



eligible for. (You’ll learn more about that in Unit 9.)

Section Wrap-UpEach Section ends with a one-page Wrap-Up where students are invited to review and reflect on their work throughout the unit, and answer either Who Am I, Where Am I Going,or How Do I Get There?

The Section Wrap-Ups provide space for students to write reflective essays on relevant topics. They may want to look back over their workbooks before beginning the wrap-up.

These pages are ideal portfolio artifacts, for schools creating portfolios.

Each Wrap-Up models “If…then…so” statements for students, who are encouraged to write their own versions of “If…then…so.”

At a Glance: The Educator GuideAt a Glance: The Educator Guide

Introduce ActivityReview the section title with students and discuss how the content in the lesson has helped them to answer the question posed. Remind students to respect each other’s goals and plans as these are individual choices and all are valid. Then have students complete the activity independently.

Portfolio

OpportunityHave students review the products created for their Portfolio on pages 36 and 46–47.

Planning AheadEncourage students to think ahead by completing their own IF…THEN …SO statements. See below.

P O

Have stude

Section 2 WRAP-UP

OBJECTIVE

Synthesize unit content by • applying it to goal setting

and long-term planning.

I am unsure what I want to do after high school,

I don’t believe that it is possible for me to attend college,

I should make a list of short-term goals,

I should try to understand that there are colleges for everyone,

I can begin working on goalsthat will get me what I want.

I can begin creating an academic plan that will improve my readiness for college.

IF... THEN... SO...

Am I Going?

WHEREAm I Going?

3Section

Section 2


WRAP-UP

WHERE AM I GOING?You have started thinking about what goals you want to accomplish in life. Take a few minutes to refl ect on where you are going by answering the questions below.






48 SECTION 2 WRAP-UP

EG Section2 WrapUp HS1.indd Sec2:48 3/29/10 4:51:51 PM

XX EDUCATOR GUIDEXX EDUCATOR GUIDE


Portfolio Opportunity Opportunity

Have students review the products created for their Portfolio on pages 36 and 46–47.


P O

Have stude

Section 2 WRAP-UPWRAP-UP

OBJECTIVE OBJECTIVE









IF... THEN... SO...

Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?Am I Going?

3Section

Section 2


WRAP-UPWRAP-UP

WHERE AM I GOING?WHERE AM I GOING?You have started thinking about what goals you want to accomplish in life. Take a few minutes to refl ect on where you are going by in life. Take a few minutes to refl ect on where you are going by in life. Take a few minutes to reflanswering the questions below.


Why is having long-term goals important?Why is having long-term goals important?

How can college help you achieve your goals?How can college help you achieve your goals?

Why is it important to take courses that challenge you?Why is it important to take courses that challenge you?

HOW DO I GET THERE?HOW DO I GET THERE?HOW DO I GET THERE?HOW DO I GET THERE?In the next section, you’ll discover In the next section, you’ll discover In the next section, you’ll discover In the next section, you’ll discover ways to start making your long-ways to start making your long-ways to start making your long-term goals a reality. What questions term goals a reality. What questions term goals a reality. What questions term goals a reality. What questions or concerns do you have about or concerns do you have about or concerns do you have about setting the short-term goals to setting the short-term goals to setting the short-term goals to reach your destination? List some reach your destination? List some reach your destination? List some below.below.Who can I ask to help me reach Who can I ask to help me reach Who can I ask to help me reach Who can I ask to help me reach my goals?my goals?


How to Implement CollegeEd in the ClassroomCollegeEd has been designed for flexible implementation. The modular lesson design allows you to teach all lessons in sequential order, or a subset of the lessons in an order more aligned with your chosen implementation model. Most lessons can be taught in as little as 25 minutes, but can also be “extended” through the optional extensions provided in the Educator Guide.

Involving Families in CollegeEd One foundation of the CollegeEd program is that students, schools and families need to be united in the goal of helping children prepare for and attain college. Some CollegeEd lessons involve parents or family members, whether in doing college research, discussing key questions or reviewing their child’s work in the program.

CollegeEd can help educators create a climate that encourages parent or family involvement. Each unit introduction highlights ways you might involve parents. Some homework extensions will recommend that family members become involved in their child’s college research. Others suggest that family be used as sounding boards for discussions about the student’s education and career goals. Family are essential partners in the college planning process, and educators teaching CollegeEd are encouraged to involve them throughout the program.

Each student workbook comes with Help Your Child Make College A Reality: A Family Guide to College

Planning. You should become familiar with this guide and find ways to incorporate it into lessons or parent nights. The guide is designed to help parents and/or guardians support their children’s progress toward meaningful college and life choices.

Families provide the most important influence on children’s higher education choices. This guide suggests ways they can keep the conversation about college and career going with their child and with the school. It provides information on the key topics related to college planning and career exploration and suggests topics parents and guardians should discuss with their children. It is designed to be of use to families with students in middle school or high school.

Options for Assessing Student Learning CollegeEd offers a flexible assessment infrastructure to aid educators in ensuring that students are mastering the concepts covered throughout the program. Educators can monitor and support student progress through the following assessment options:

• Embedded instructional exercises offer multiple opportunities for students to reflect and demonstrate understanding of the program content. Students have opportunities in every lesson to engage content through writing, discussion and presentation, individually and in groups.

• The CollegeEd program is designed to allow students to build optional portfolios; see page xv for an overview of the portfolio option.

At a Glance: The Educator Guide Implementing CollegeEd


Portfolio



P O

Have stude

Section 2 WRAP-UP

OBJECTIVE









IF... THEN... SO...

Am I Going?

WHEREAm I Going?

Do I Get There?

HOWDo I Get There?

3Section

Section 2


WRAP-UP








EG Section2 WrapUp HS1.indd Sec2:48 3/29/10 4:51:51 PM

IMPLEMENTING COLLEGEED XXI

The CollegeEd program is aligned to core college readiness standards and 21st century skills. Core standards from the College Board Standards for College Success, the Partnership for 21st Century Skills Framework and the 2004 American School Counselor Association Ethical Standards for School Counselors informed the development of the instructional lessons. As a result, each lesson is anchored in the practical skills students need for both academic and workplace environments.

College Board Standards for College SuccessThe College Board Standards for College Success (CBSCS) define the knowledge and skills students need to develop and master in English Language Arts, mathematics and statistics, and science in order to be college- and career-ready. The CBSCS standards outline a clear and coherent pathway to Advanced Placement® (AP®) and college readiness with the goal of increasing the number and diversity of students who are prepared not only to enroll in college, but to succeed in college and 21st-century careers.

The College Board has published these standards freely to provide a national model of rigorous academic content standards that states, districts, schools and teachers may use to vertically align curriculum, instruction, assessment and professional development to AP and college readiness. These rigorous standards:

• provide a model set of comprehensive standards for middle school and high school courses that lead to college and workplace readiness;

• reflect 21st-century skills such as problem solving, critical and creative thinking, collaboration and media and technological literacy;

• articulate clear standards and objectives with supporting, in-depth performance expectations to guide instruction and curriculum development;

• provide teachers, districts and states with tools for increasing the rigor and alignment of courses across grades 6–12 to college and workplace readiness; and

• assist teachers in designing lessons and classroom assessments.

How CollegeEd Aligns to Standards

For more information:

on the College Board Standards for College Success, please visit:http://professionals.collegeboard.com/k-12/standards.

XXII EDUCATOR GUIDE

Partnership for 21st Century Skills FrameworkTo successfully face rigorous higher education course work, career challenges and a globally competitive workforce, U.S. schools must align classroom instruction with real world environments by infusing their curricula with 21st century skills. The Partnership for 21st Century Skills has created a framework outlining the skills students should master in order to successfully engage in real world problem solving. The following core 21st century skill groups informed the development of the CollegeEd curriculum:

• Life and Career Skills

• Learning and Innovation Skills

• Information, Media, and Technology Skills

American School Counselor Association (ASCA): Ethical Standards for School CounselorsThe American School Counselor Association (ASCA) supports school counselors’ efforts to help students focus on academic, personal, social and career development so they achieve success in school and are prepared to lead fulfilling lives as responsible members of society. ASCA’s Ethical Standards for School Counselors (2004 revision) have also been consulted in the development of the CollegeEd program to further enable teachers and school counselors to prepare students for college and careers.


To view the Ethical Standards for School Counselors, please visit: www.schoolcounselor.org.


on the Partnership for 21st Century Skills Framework, please visit: www.21stcenturystandards.org.

HOW COLLEGEED ALIGNS TO STANDARDS XXIII

Scope and Sequence The Road to Your Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

UNIT OBJECTIVES: Students review the value of higher education (both intellectual and financial), and learn that college is possible for everyone; relate high school to college aspirations; understand the importance of goal setting and rigorous academic choices; consider pursuing courses like AP.

LESSON 1 The Pathway from College to a Career . . . . . . . . . . . . . . . 24

OBJECTIVES: Students will: • Learn how to begin researching careers • Understand that careers change • Learn they live in a global economy • Understand the connection between higher education and careers

ESSENTIAL QUESTIONS: • What careers do I know about?• Should I keep learning after high school?• How could college help me in life?

LESSON 2 Setting Goals for Your Future . . . . . . . . . . . . . . . . . . . . . . . . 28

OBJECTIVES: Students will:• Formulate some long-term goals • Explore what education is needed for those goals • Formulate some short-term goals that can lead to long-term success • Create a “long list” of careers of interest

ESSENTIAL QUESTIONS: • What are my short-term goals?• What are my long-term goals?• How does education affect my long-term goals?

LESSON 3 The Value of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

OBJECTIVES: Students will:• Investigate the benefits of going to college, both personal and economic • Learn what it means to be a life-long learner, and why it is important in today’s economy

ESSENTIAL QUESTIONS: • What is meant by “investing in your future?”• How is education related to my career?• How does college “pay” in non-monetary ways?

LESSON 4 Anyone Can Go to College . . . . . . . . . . . . . . . . . . . . . . . . . . 36

OBJECTIVES: Students will:• Learn that students with all kinds of academic records, backgrounds, incomes, and interests can

go to college

ESSENTIAL QUESTIONS: • What does “anyone can go to college” mean?

UNITUNIT 22 INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1A

INTRO OBJECTIVES: Students understand the CollegeEd program and philosophy, why they are being encouraged to “think college,” and why their school believes every student has the potential to go to college.

LESSON 1 Welcome to CollegeEd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

OBJECTIVES: Students will:• Learn the benefits of having college as a goal • Understand that how they approach high school will affect their future • Know the purpose of CollegeEd is to help them expand their options

ESSENTIAL QUESTION: • How will CollegeEd help me plan for my future?

Define Your Own Road In Life. . . . . . . . . . . . . . . . . . . . . . . . . . . 6

UNIT OBJECTIVES: Students understand that life decisions begin with an understanding of themselves as individuals. They are encouraged to identify their Interests and their Foundations—the core of who they are—in order to understand how college can lead them in a direction that reflects their true selves.

LESSON 1 Do What You Love . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

OBJECTIVES: Students will:• Identify their individual Interests• Express how their Interests relate directly to college planning

ESSENTIAL QUESTIONS: • How can identifying and combining my Interests help me define my own Road in life?• How will identifying my Interests help me as I plan for college?

LESSON 2 What is My Foundation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

OBJECTIVES: Students will:• Identify their own Foundation• Express how their Foundation relates to college planning

ESSENTIAL QUESTIONS: • How can identifying my Foundation and aligning it with my Interests help me define my own

Road in life?• How will identifying my Foundation help me as I plan for college?

LESSON 3 The Road Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

OBJECTIVES: Students will:• Understand that their Interests and Foundation may change; and they can create a new Road

map at any time• Glean wisdom from a Leader’s interview that they can apply to their own lives

ESSENTIAL QUESTIONS: • What can combining my Interests and Foundation tell me about myself?• Why is building a Road map helpful for college planning?

UNIT OBJECTIVES:of themselves as individuals. They are encouraged to identify their Interests and their UNIT OBJECTIVES:

UNITUNIT Define Your Own Road In Life

UNIT OBJECTIVES:of themselves as individuals. They are encouraged to identify their Interests and their

Define Your Own Road In Life

UNIT OBJECTIVES:UNIT OBJECTIVES:of themselves as individuals. They are encouraged to identify their Interests and their UNIT OBJECTIVES:

1UNIT OBJECTIVES:


UNIT OBJECTIVES:UNIT OBJECTIVES:UNIT OBJECTIVES:

111

INTRODUCTION

INTRO OBJECTIVES:are being encouraged to “think college,” and why their school believes every student has the

INTRODUCTION

INTRO OBJECTIVES:

INTROINTRO

XXIV EDUCATOR GUIDE

The Road to Your Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

UNIT OBJECTIVES: Students review the value of higher education (both intellectual and financial), and learn that college is possible for everyone; relate high school to college aspirations; understand the importance of goal setting and rigorous academic choices; consider pursuing courses like AP.

LESSON 1 The Pathway from College to a Career . . . . . . . . . . . . . . . 24

OBJECTIVES: Students will: • Learn how to begin researching careers • Understand that careers change • Learn they live in a global economy • Understand the connection between higher education and careers

ESSENTIAL QUESTIONS: • What careers do I know about?• Should I keep learning after high school?• How could college help me in life?

LESSON 2 Setting Goals for Your Future . . . . . . . . . . . . . . . . . . . . . . . . 28

OBJECTIVES: Students will:• Formulate some long-term goals • Explore what education is needed for those goals • Formulate some short-term goals that can lead to long-term success • Create a “long list” of careers of interest

ESSENTIAL QUESTIONS: • What are my short-term goals?• What are my long-term goals?• How does education affect my long-term goals?

LESSON 3 The Value of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

OBJECTIVES: Students will:• Investigate the benefits of going to college, both personal and economic • Learn what it means to be a life-long learner, and why it is important in today’s economy

ESSENTIAL QUESTIONS: • What is meant by “investing in your future?”• How is education related to my career?• How does college “pay” in non-monetary ways?

LESSON 4 Anyone Can Go to College . . . . . . . . . . . . . . . . . . . . . . . . . . 36

OBJECTIVES: Students will:• Learn that students with all kinds of academic records, backgrounds, incomes, and interests can

go to college

ESSENTIAL QUESTIONS: • What does “anyone can go to college” mean?

UNIT OBJECTIVES:financial), and learn that college is possible for everyone; relate high school to college UNIT OBJECTIVES:

UNITUNIT The Road to Your Future

UNIT OBJECTIVES:financial), and learn that college is possible for everyone; relate high school to college


UNIT OBJECTIVES:UNIT OBJECTIVES:financial), and learn that college is possible for everyone; relate high school to college UNIT OBJECTIVES:

2UNIT OBJECTIVES:UNIT OBJECTIVES:UNIT OBJECTIVES:UNIT OBJECTIVES:

222

SCOPE AND SEQUENCE XXV

The High School Experience . . . . . . . . . . . . . . . . . . . . . . . . . . 38

UNIT OBJECTIVES: Students know the importance of rigorous high school course work to college admission; know the course prerequisites and academic sequences necessary to succeed in those courses; understand the impact of choices on aspirations. They learn the basics of the AP program, consider taking AP courses; consider taking the PSAT/NMSQT.

LESSON 1 Your Plan for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

OBJECTIVES: Students will: • Review how high school is different from middle school • Learn how classes build on one another • Understand that skills gained in high school will serve them in the future • Learn the importance of taking challenging courses such as AP, and the value of the PSAT/NMSQT

ESSENTIAL QUESTIONS: • Why is it important to take courses that challenge me?• What are rigorous courses? What are AP courses?

LESSON 2 Getting Ready for College . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

OBJECTIVES: Students will:• Compare high school graduation requirements to college admission requirements • Learn how to get academic and other help, if needed • Develop a high school academic plan

ESSENTIAL QUESTIONS: • How are college requirements different from high school graduation requirements?• What is my high school academic plan?

UNIT OBJECTIVES:to college admission; know the course prerequisites and academic sequences necessary to UNIT OBJECTIVES:

UNITUNIT The High School Experience

UNIT OBJECTIVES:to college admission; know the course prerequisites and academic sequences necessary to

The High School Experience

UNIT OBJECTIVES:UNIT OBJECTIVES:to college admission; know the course prerequisites and academic sequences necessary to UNIT OBJECTIVES:


333 Skills for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

UNIT OBJECTIVES: Students know that a few simple strategies can help them learn better, balance their busy lives, and achieve more. They learn about college admission and placement tests, and how to prepare for them.

LESSON 1 Organizing for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

OBJECTIVES: Students will: • Learn strategies for staying organized, and how to balance school, homework, play, family

obligations, work, and extracurriculars• Learn how colleges regard high school extracurricular activities

ESSENTIAL QUESTIONS: • How do good organizational strategies relate to academic success?• How do I prefer to stay organized?

LESSON 2 Your Learning Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

OBJECTIVES: Students will:• Examine different learning styles and collaborative study techniques

ESSENTIAL QUESTIONS: • What is my learning style(s)? • How does my learning style affect the way I study and learn?

LESSON 3 Taking Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

OBJECTIVES: Students will:• Learn the Cornell Note-taking method and how to use it to study and retain knowledge

ESSENTIAL QUESTIONS: • What is the Cornell Note-taking technique?• How could I take better notes?• How can taking good notes help me?

LESSON 4 Using the Internet Wisely . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

ESSENTIAL QUESTIONS: • Learn how to access and evaluate online sources of college information• Understand privacy and self-protection issues when engaging social media sites

ESSENTIAL QUESTIONS: • How can the Internet help me plan and prepare for college?• Can I trust everything I read on the Internet? Why or why not?• How can I protect myself when using the Internet?

LESSON 5 Using Tests to Your Advantage . . . . . . . . . . . . . . . . . . . . . . 66

OBJECTIVES: Students will:• Learn how colleges use college admission tests • Learn how to prepare for these tests and when to take them • Learn about AP courses and exams

ESSENTIAL QUESTIONS: • What college admission tests should I take? When should I take them?• How do placement tests differ from admissions tests?

UNITUNIT 44

Scope and Sequence continued

XXVI EDUCATOR GUIDE

Skills for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

UNIT OBJECTIVES: Students know that a few simple strategies can help them learn better, balance their busy lives, and achieve more. They learn about college admission and placement tests, and how to prepare for them.

LESSON 1 Organizing for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

OBJECTIVES: Students will: • Learn strategies for staying organized, and how to balance school, homework, play, family

obligations, work, and extracurriculars• Learn how colleges regard high school extracurricular activities

ESSENTIAL QUESTIONS: • How do good organizational strategies relate to academic success?• How do I prefer to stay organized?

LESSON 2 Your Learning Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

OBJECTIVES: Students will:• Examine different learning styles and collaborative study techniques

ESSENTIAL QUESTIONS: • What is my learning style(s)? • How does my learning style affect the way I study and learn?

LESSON 3 Taking Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

OBJECTIVES: Students will:• Learn the Cornell Note-taking method and how to use it to study and retain knowledge

ESSENTIAL QUESTIONS: • What is the Cornell Note-taking technique?• How could I take better notes?• How can taking good notes help me?

LESSON 4 Using the Internet Wisely . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

ESSENTIAL QUESTIONS: • Learn how to access and evaluate online sources of college information• Understand privacy and self-protection issues when engaging social media sites

ESSENTIAL QUESTIONS: • How can the Internet help me plan and prepare for college?• Can I trust everything I read on the Internet? Why or why not?• How can I protect myself when using the Internet?

LESSON 5 Using Tests to Your Advantage . . . . . . . . . . . . . . . . . . . . . . 66

OBJECTIVES: Students will:• Learn how colleges use college admission tests • Learn how to prepare for these tests and when to take them • Learn about AP courses and exams

ESSENTIAL QUESTIONS: • What college admission tests should I take? When should I take them?• How do placement tests differ from admissions tests?

UNIT OBJECTIVES:balance their busy lives, and achieve more. They learn about college admission and placement UNIT OBJECTIVES:

UNITUNIT Skills for Success

UNIT OBJECTIVES:balance their busy lives, and achieve more. They learn about college admission and placement

Skills for Success

UNIT OBJECTIVES:UNIT OBJECTIVES:balance their busy lives, and achieve more. They learn about college admission and placement UNIT OBJECTIVES:


444

SCOPE AND SEQUENCE XXVII

After Classes Are Dismissed . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

UNIT OBJECTIVES: Students understand how colleges view extracurricular activities; understand the difference between deep involvement in one activity and lighter involvement in many; understand the self-development benefits beyond building a résumé; learn that their extracurricular interests reveal their aptitudes.

LESSON 1 Extracurricular Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

OBJECTIVES: Students will: • Understand the value of after-class activities • Learn how colleges evaluate extracurricular activities • Examine leadership roles in a club or sport • Assess what they can learn through extracurricular activities

ESSENTIAL QUESTIONS: • What are extracurricular activities?• What is leadership?• How do extracurricular activities help me grow and develop skills?

LESSON 2 Getting a Job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

OBJECTIVES: Students will:• Learn the value of work and the skills that can be gained from working• Examine the pros and cons of having a part-time job• Explore how to find a part-time job or volunteer opportunity

ESSENTIAL QUESTIONS: • What kinds of skills can I learn from a job?• How can a job help me prepare for college?• What are risks associated with having a job?

UNIT OBJECTIVES:understand the difference between deep involvement in one activity and lighter involvement UNIT OBJECTIVES:

UNITUNIT After Classes Are Dismissed

UNIT OBJECTIVES:understand the difference between deep involvement in one activity and lighter involvement


UNIT OBJECTIVES:UNIT OBJECTIVES:understand the difference between deep involvement in one activity and lighter involvement UNIT OBJECTIVES:


55 Finding the Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

UNIT OBJECTIVES: Students identify people that can help them achieve their goals; understand they will have to speak for themselves at times in order to get what they need.

LESSON 1 Communicating Your Goals to Your Family . . . . . . . . . . 80

OBJECTIVES: Understand the role of family in setting and meeting goals

ESSENTIAL QUESTIONS: • How can my family help me prepare and plan for college?

LESSON 2 Your Counselor and Your Future . . . . . . . . . . . . . . . . . . . . . 82

OBJECTIVES: Students will:• Understand the role of their counselor or adviser in college planning • Explore who else in their school, community, and family can help them • Learn the value of having a mentor

ESSENTIAL QUESTIONS: • How can my counselor or adviser help me plan for college?• Who else can help me plan for college?• What is a mentor, and how can I find one?

LESSON 3 Advocate for Your Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

OBJECTIVES: Students will:• Learn how to persuasively represent their goals and needs• Take ownership of their academic progress and their activities in and out of school

ESSENTIAL QUESTIONS: • What does it mean to advocate for myself?• How do I take ownership of my school work and activities?• In what kinds of situations might I need to advocate for myself?

UNITUNIT 66


XXVIII EDUCATOR GUIDE

Finding the Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

UNIT OBJECTIVES: Students identify people that can help them achieve their goals; understand they will have to speak for themselves at times in order to get what they need.

LESSON 1 Communicating Your Goals to Your Family . . . . . . . . . . 80

OBJECTIVES: Understand the role of family in setting and meeting goals

ESSENTIAL QUESTIONS: • How can my family help me prepare and plan for college?

LESSON 2 Your Counselor and Your Future . . . . . . . . . . . . . . . . . . . . . 82

OBJECTIVES: Students will:• Understand the role of their counselor or adviser in college planning • Explore who else in their school, community, and family can help them • Learn the value of having a mentor

ESSENTIAL QUESTIONS: • How can my counselor or adviser help me plan for college?• Who else can help me plan for college?• What is a mentor, and how can I find one?

LESSON 3 Advocate for Your Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

OBJECTIVES: Students will:• Learn how to persuasively represent their goals and needs• Take ownership of their academic progress and their activities in and out of school

ESSENTIAL QUESTIONS: • What does it mean to advocate for myself?• How do I take ownership of my school work and activities?• In what kinds of situations might I need to advocate for myself?

UNIT OBJECTIVES:understand they will have to speak for themselves at times in order to get what they need.UNIT OBJECTIVES:

UNITUNIT Finding the Answers

UNIT OBJECTIVES:understand they will have to speak for themselves at times in order to get what they need.

Finding the Answers

UNIT OBJECTIVES:UNIT OBJECTIVES:understand they will have to speak for themselves at times in order to get what they need.UNIT OBJECTIVES:


66

SCOPE AND SEQUENCE XXIX

What’s College Life Like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

UNIT OBJECTIVES: Students see how college differs from high school and develop realistic expectations for what college will be like.

LESSON 1 Your New Life in College . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

OBJECTIVES: Students will: • Explore the ways college life differs from high school life • Compare living on-campus to commuting• Learn the common requirements for earning a college degree

ESSENTIAL QUESTIONS: • How will college be different than high school?• What are degree requirements?

LESSON 2 Freedom and Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . 96

OBJECTIVES: Students will:• Learn how increased independence in college will require self-reliance • Understand that college success requires balancing freedom and responsibilities • Know that help will be available if they struggle

ESSENTIAL QUESTIONS: • How will I be more independent in college?• Why does independence require more personal responsibility?

Exploring Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

UNIT OBJECTIVES: Students explore the many types and offerings of various colleges; learn what colleges look at; learn what a major is.

LESSON 1 Is There a College for You? . . . . . . . . . . . . . . . . . . . . . . . . . 100

OBJECTIVES: Students will: • Explore the variety of college types, characteristics, and offerings • Learn that the college search begins with self-assessment • Relate college criteria to what fits them best • Learn what a major is and how majors relate to future paths

ESSENTIAL QUESTIONS: • What characteristics are important to me in selecting a college?• What is a major and why is it important? • What does it mean to find a college that “fits”?

LESSON 2 What do Colleges Look for in Students? . . . . . . . . . . . . . 104

OBJECTIVES: Students will:• Learn what colleges look for when selecting candidates for admission • Know the relative weight given to grades, test scores, activities, etc.

ESSENTIAL QUESTIONS: • What do colleges look for in students?

UNIT OBJECTIVES:expectations for what college will be like.UNIT OBJECTIVES:

UNITUNIT What’s College Life Like?

UNIT OBJECTIVES:expectations for what college will be like.

What’s College Life Like?

UNIT OBJECTIVES:UNIT OBJECTIVES:expectations for what college will be like.UNIT OBJECTIVES:


777

UNIT OBJECTIVES:what colleges look at; learn what a major is.UNIT OBJECTIVES:

UNITUNIT Exploring Colleges

UNIT OBJECTIVES:what colleges look at; learn what a major is.

Exploring Colleges

UNIT OBJECTIVES:UNIT OBJECTIVES:what colleges look at; learn what a major is.UNIT OBJECTIVES:


888

Finding the Money for College . . . . . . . . . . . . . . . . . . . . . . . 108

UNIT OBJECTIVES: Students know where financial aid comes from; know the basic components of financial aid; know the difference between “need” and “merit;” understand the relationship between academic success in high school and financial aid; know that families benefit by saving for college.

LESSON 1 How Will You Pay for College? . . . . . . . . . . . . . . . . . . . . . . 110

OBJECTIVES: Students will: • Know what financial aid is and where it comes from • Understand the difference between need-based aid and merit aid • Learn how the amount of aid is determined for each family • Understand how financial aid affects college choices

ESSENTIAL QUESTIONS: • Are there different ways to pay for college? What are some of them?• What is the difference between “need” and “merit”?

LESSON 2 What Can You Do Right Now? . . . . . . . . . . . . . . . . . . . . . . 114

OBJECTIVES: Students will:• Know the importance of discussing college financing with their family • Understand how academic success in high school affects financial aid • Learn the benefits of saving for college • Know that financial aid can make college affordable

ESSENTIAL QUESTIONS: • How can I contribute to paying for college?

Being Prepared, Meeting Goals . . . . . . . . . . . . . . . . . . . . . . . 116

UNIT OBJECTIVES: Students synthesize what was learned in the CollegeEd program.

LESSON 1 Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

OBJECTIVES: Students will: • Review and synthesize what they have learned in CollegeEd

ESSENTIAL QUESTIONS: • What do I know about college and how to prepare and plan for it?

UNITUNIT 99

UNITUNIT 1010


XXX EDUCATOR GUIDE

Finding the Money for College . . . . . . . . . . . . . . . . . . . . . . . 108

UNIT OBJECTIVES: Students know where financial aid comes from; know the basic components of financial aid; know the difference between “need” and “merit;” understand the relationship between academic success in high school and financial aid; know that families benefit by saving for college.

LESSON 1 How Will You Pay for College? . . . . . . . . . . . . . . . . . . . . . . 110

OBJECTIVES: Students will: • Know what financial aid is and where it comes from • Understand the difference between need-based aid and merit aid • Learn how the amount of aid is determined for each family • Understand how financial aid affects college choices

ESSENTIAL QUESTIONS: • Are there different ways to pay for college? What are some of them?• What is the difference between “need” and “merit”?

LESSON 2 What Can You Do Right Now? . . . . . . . . . . . . . . . . . . . . . . 114

OBJECTIVES: Students will:• Know the importance of discussing college financing with their family • Understand how academic success in high school affects financial aid • Learn the benefits of saving for college • Know that financial aid can make college affordable

ESSENTIAL QUESTIONS: • How can I contribute to paying for college?

Being Prepared, Meeting Goals . . . . . . . . . . . . . . . . . . . . . . . 116

UNIT OBJECTIVES: Students synthesize what was learned in the CollegeEd program.

LESSON 1 Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

OBJECTIVES: Students will: • Review and synthesize what they have learned in CollegeEd

ESSENTIAL QUESTIONS: • What do I know about college and how to prepare and plan for it?

UNIT OBJECTIVES:components of financial aid; know the difference between “need” and “merit;” understand UNIT OBJECTIVES:

UNITUNIT Finding the Money for College

UNIT OBJECTIVES:components of financial aid; know the difference between “need” and “merit;” understand

Finding the Money for College

UNIT OBJECTIVES:UNIT OBJECTIVES:components of financial aid; know the difference between “need” and “merit;” understand UNIT OBJECTIVES:


99

UNIT OBJECTIVES:UNIT OBJECTIVES:

UNITUNIT Being Prepared, Meeting Goals

UNIT OBJECTIVES: Students synthesize what was learned in the CollegeEd program.UNIT OBJECTIVES:UNIT OBJECTIVES:

10 Being Prepared, Meeting Goals

UNIT OBJECTIVES:

Being Prepared, Meeting Goals

UNIT OBJECTIVES:UNIT OBJECTIVES:UNIT OBJECTIVES:

10101010

SCOPE AND SEQUENCE XXXI

ENDURING UNDERSTANDING: High school is a stepping stone to college and my goals in life.

Introduction INTRO OBJECTIVES

Students understand the CollegeEd® program and philosophy, why they are being encouraged to “think college,” and why their school believes every student has the potential to go to college.

LESSON 1

Welcome to CollegeEd: Students learn that having college as a goal increases their chances of going to college and having a better life; that how they approach high school will affect their future; and that the purpose of the CollegeEd program is to help them make decisions that will expand their options in life.

The purpose of this introductory lesson is to give your students an understanding of what CollegeEd is about, and why they belong in this course. Some of your students might be thinking that they are just starting high school and college is still far off, or that college is not an option for them because of their family circumstances. Let them know why your school has adopted CollegeEd. Explain that your school and/or district have high expectations for them, and believe that all students should aspire to college and that they expect all of them to graduate.

• In this program, students will learn by doing. The real learning will happen through activities found in the Work Zones and the Extensions. Through these activities, students will be honing skills that are necessary for all academic courses—researching, writing, interviewing and working in groups.

• Help Your Child Make College a Reality: A Family Guide to College Planning which is distributed with the CollegeEd materials, will help get parents involved—a key component of student success. Make sure these guides are given to the parents of the students in your class. You will want parents, guardians or other family members to help develop a network of support.

• CollegeEd has the flexibility for you and your students to use technology. All of the activities in the workbooks can be done in class, but there are also opportunities to go online—especially the Extension activities.


INTROINTRO

1A EDUCATOR GUIDE

CB_EG_HS1_Intro_Backgrounder.indd 1ACB_EG_HS1_Intro_Backgrounder.indd 1A 3/29/10 4:10:44 PM3/29/10 4:10:44 PM

High school is an important time in your life when you begin to make your own decisions and start planning your own future. It is a time for taking ownership of your own choices, and for being responsible for the decisions you make.CollegeEd is a program that will help you make the decisions and choices that are best for you. Th ink of this course as a journey of self-discovery. Along the way, you’ll ask yourself three very basic questions.

WHO Am I? What makes you unique? What do you like, dislike and believe? What interests you? Th e more you know about what makes you who you are, the better able you will be to answer this very important question.

WHERE Am I Going? What type of future do you see for yourself? What kind of dream career fi ts who you are, your personality and abilities? How did other people fi gure out what they wanted to do with their lives? Th inking about where you might want to go in life is the fi rst step to getting there.

HOW Do I Get There? What can you do now to start making your plans and dreams a reality? Asking how to get to where you want to go in the future is directly related to the choices and decisions you are now empowered to make. By exploring these three questions and all the other questions in between, CollegeEd will help you develop a plan of action that will get you to where you want to be.

“CollegeEd allows students to dream, believe in the dream, and take steps to make the dream come true.”

—Charlie Barthelemy, CollegeEd Teacher, Katy, Texas

VOICE OF EXPERIENCE

WELCOME TO WELCOME TO WELCOME TO


CE OF EXPERIENCEVOIC

COLLEGEEDWHO A I?WHO Am I? WHERE Am I Going?WHERE Am I Going? HOW Do I Get There?

COLLEGEEDCOLLEGEED

Introduction: LESSON 1


CB_SE_HS1_FM.indd Sec1:1 3/5/10 6:54:58 PM

SON 1

EQ 1

ESSENTIAL QUESTIONS

How will CollegeEd help me

plan for the future?

Preview the TextHave students scan the headings used on each page in the introduction.

Say: What does an introduction usually do? What will we be learning in this lesson? Point out that the lesson gives readers a preview of the book’s different sections and allows them to complete Work Zone activities like those in the rest of the book.

LESSON 1 WHERE Am I Going?

INTRO LESSON 1 1

Introduction: LESI d i LES

LINTROINTROINTROINTRO

CB_EG_HS1_Intro_Wrap.indd 1CB_EG_HS1_Intro_Wrap.indd 1 3/29/10 4:11:10 PM3/29/10 4:11:10 PM

WORK ZONE

Teach the TextReview the headings with students and have pairs take turns reading each section and discussing their reactions to each.

Monitor ComprehensionEncourage comprehension and discussion by using a Think Aloud:

Say: I know that a road trip involves driving to somewhere away from home. You can take a road trip to experience new things or to simply have fun. How might this book be like taking a road trip? Where might it take you that you haven’t been before? Explain to students that CollegeEd will allow them to take a journey of self-discovery that they might not have taken before. Ask:

• What is “self-discovery”?

• Describe a road trip or field trip you went on recently. What did you discover?

• How could learning about college be similar to taking a road trip?

Have students read the directions or questions included in the Work Zone on page 2 and then

complete the activity.

Proficient learnersHave students work in pairs to expand the activity by adding more questions that each partner can answer, such as “What are your favorite things to do?” in the Who are you? column. Each question should help the students add more descriptive information about themselves to the columns.

Struggling learners Walk through the activity with students or with small groups of students. Allow individual students to suggest words that describe them. Allow them to write those words under the first question in the Who are you? column. Use the same technique for the other questions in the activity.

Proficient learners


UNITUNIT

ch the T

99 LESSON 1

2 EDUCATOR GUIDE

INTROINTROINTROINTRO

WORK ZONE

ROADTRIP NATIONROADTRIP NATIONROADTRIP NATION

What words would best describe you? What do you want to do?

Who are you? How do you get there?Where are you going?

If you had to describe yourself in

one or two sentences, what would

you say?

What do you think you will need

to do in order to get to your

“dream” future?

What are the steps you’ll need

to take?

Where do you want to be when you

graduate high school?

One way CollegeEd will help you create your own plan to answer life’s big questions is through our partnership with Roadtrip Nation. Roadtrip Nation is a movement that seeks to empower you to actively defi ne your own road in life. It exposes you to Leaders from all diff erent backgrounds who have built their lives around doing what they love. Th ese men and women have challenged themselves to answer the same questions you will be asked in this program. From them you can learn how to shed “Th e Noise” and create a life for yourself that will make you truly happy.

Answer the questions included in the three boxes below.

2 Welcome to CollegeEd


WHAT YOU’LL DO

Did You Know?


LESSON 1 cont...


Teach the Text cont...Monitor ComprehensionHave volunteers read aloud the list of “What You’ll Do” statements with checkmarks on page 3. Have students discuss how they think they will accomplish some of the statements in the list. Call attention to the Did You Know? feature and explain this concept. (Some students may think that colleges only accept students who get straight A’s or students who do well at sports.)

English Language LearnersExplain the concept of “future goals” explored on page 4. Explain that the exercise should help students explore what they want to achieve in the coming years.


Let students who are the first in their families to attend college know that this feature has been developed for them. It will provide tips and additional information about college.



✔ ✔ explain some of the areas

they will learn about in the

CollegeEd program.

✔ ✔ understand that they will be

learning about how to prepare

for college and future careers.

✔ ✔ describe some of their future

goals and dreams.


Introduction

INTRO LESSON 1 3

ROADTRIP NATION


WHAT YOU’LL DOWHAT YOU’LL DOWHAT YOU’LL DO

WORK ZONEGo to the

Find out who you are and what makes you unique

Explore your interests and talents

Set goals for high school, and goals for your future

Explore careers that fi t who you are

Connect what you do in high school to your future goals

Learn what college is like, and how to look for colleges that fi t who you are

Discover your unique learning style

Learn about skills and good habits that will help you academically

Understand the value of extracurricular activities and the world outside of school

Establish a network of people who will help you reach your goals

Learn how to fi nd the money to pay for college

Realize that your future goals are possible and college is the way to get there

There is a college for every type of student!

Did Did You You Know?Know?


Based on what you have written on page 2, write a paragraph that explains the challenges you might face on your road to your future goals.

Challenges Along the Way



WORK ZONE

Extensions

Have students interview friends or family members to discover how those people learned about college. Some people might not have had an opportunity to learn about college and might have started working immediately after high school, so have students be prepared to learn about career experiences as well. Students should ask the people they interview if they have any advice to share about preparing to learn about college and future careers.

Extensions

Have students interview friends or family

Extensions Extensions Extensions Extensions Extensions Extensions Extensions Extensions Extensions

Have students read the directions or questions included in the Work Zone and then complete the activity.

Proficient learners Have students exchange paragraphs and then brainstorm ways that they could overcome the challenges they wrote about. Students should be sure that what they want to achieve is included in the “Future Goals” box on page 4.

Struggling learners If students struggle to come up with challenges they might face, encourage them to think of challenges they’ve faced in high school. Have them relate those challenges to situations they might encounter. Make sure students understand the concepts of the “steps to the future” on page 4.

Proficient learners


4 EDUCATOR GUIDE

WORK ZONE

WORK ZONE

STEPS TO THE FUTURE WORD BANK

Choose high school courses

Take PSAT/NMSQT

Research careers that interest me

Join an extracurricular activity

Talk to family and friends about my goal

Take some AP or honors classes

Research college requirements

Visit some colleges

Think big!

STEP 1:

STEP 3:

STEP 4:

STEP 6:

STEP 2:

STEP 5:

Future Goals

Chart your path to your future goals. Write one or more of your goals for this year on the road signs below. You can use the Steps to the Future word bank or your own ideas. Put these in the sequence that you feel will help you move toward your goal this year.

YOU ARE HERE

4 Welcome to CollegeEd


INTROINTRO LESSON 1 cont...

Preview Section 1After students have read the questions posed in the Section 1 Opener, have them draw a word web. In the center circle, they should write WHO Am I? In the web’s surrounding circles, have students write words that describe themselves.

Say: If I had to define myself, I would choose ideas or objects or words that have special meaning to me. I would write dancing as one of my characteristics (or another example that matches your life) because I’m passionate about dancing. I might also write “exercise” because I jog every day.

As students fill in the outer circles, have volunteers explain how the characteristics could help them answer the overall question WHO Am I?

1Section

In WHO Am I? students explore their interests and abilities and discover how identifying what they do well and enjoy doing can help determine their life’s work.

In WHERE Am I Going? students consider the value of higher education and the importance of rigorous course work in achieving their life’s goals.

In How Do I Get There? students discover what they need to do in order to find the college that is right for them.


5

What are you passionate about? What do you want to do in life? In Section 1,you will explore possible answers to these questions. You will begin the process of fi ltering out what others think you should do in order to help you make decisions about what is important to you.

hat are youssionate about? hat do you want to i lif ? I S i 1

1Section

Am I?

WHOAm I?Am I?

CB_SE_HS1_Section Openers.indd 5 3/5/10 10:34:53 PM

Am I?

WHOWHOAm I?Am I?

SECTION 1 5

EG Section Opener HS1.indd 5EG Section Opener HS1.indd 5 3/29/10 4:51:16 PM3/29/10 4:51:16 PM

UNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNITUNIT11B A C K G R O U N D O N

ENDURING UNDERSTANDING: The college-planning process begins with who you are as an individual.

Defi ne Your Own Road in Life®

UNIT OBJECTIVESStudents understand that life decisions begin with an understanding of themselves as individuals. They are encouraged to identify their Interests and their Foundations—the core of who they are—in order to understand how college can lead them in a direction that reflects their true selves.

LESSON 1

Do What You Love: Students learn that while it is important to start thinking about the college application process, the first step in any life decision is to identify their Interests. Then they can figure out how to weave those Interests into their plans for the future.

• Identifying Interests: Every decision students make about college—from type of college, to major, to college location—should reflect their individual Interests. Often, students are not aware of how their individual Interests translate to college options or professional careers. By actively identifying their Interests, students create a foundation upon which to build their lives. Once they do this, it is easier for them to see how to incorporate their Interests and passions into their day-to-day lives. This empowers them to translate these Interests into potential college and career choices that reflect their values.

• Examining Interests: Once students identify their Interests, it’s crucial to examine those Interests more closely so that they understand what it is about those Interests that reflect who they are at a core level. This study foreshadows the concept of Foundation in the subsequent lesson.

6A EDUCATOR GUIDE

ENDURING UNDERSTANDING: The college-planning process begins with who you are as an individual.

Engaging FamiliesIntroduce the concepts of Unit 1, such as Interests and Foundation. Encourage families and students to discuss how students can best discover who they really are and what is most important to them.


Have students establish their own Set Points in essay form. Using the sample questions provided in the instructions, have students write their responses on a separate sheet of paper. Have students include their responses in their student portfolios.

Engaging FamiliesIntroduce the concepts of Unit 1, such as Interests and Foundation. Encourage families and students to discuss how students can best discover who they really are and what is most important to them.

Have students establish their own Set Points in essay form. Using the sample questions provided in the instructions, have students write their responses on a separate sheet of paper. Have students include their responses in their student portfolios.

LESSON 2

What is Your Foundation? Students begin to examine the fundamental central value that exists at the core of who they are. Often, this is the common connection among their Interests.

• Identifying the Foundation: Students will soon make choices about college that will shape and change their lives. In addition to their Interests, they need to make decisions based on who they are at their core—their Foundation. When students can articulate what is meaningful to them as individuals, they will begin to embrace their uniqueness and will realize that they don’t have to do the same thing as everyone else. Instead, they need to actively pursue the things that matter to them the most so that their high school and college experiences align with their definitions of personal success.

LESSON 3

The Road Map: Students learn that the act of combining their Interests and their Foundation creates a Road map that makes decisions about their futures easier.

• Brainstorming Pathways, Professions and Careers: After creating an analog version of their Road maps, students will work together to brainstorm pathways, professions and careers that align with their Interests and Foundation. They will pay special attention to where the circles overlap and how they can combine what they love most to expand their visions for their futures.

• Going Online: Students are encouraged to watch episodes of Roadtrip Nation at roadtripnation.com/watch. Here they can watch the current season, as well as surf the archive of episodes from seasons past to see how other young people embarked on their own journeys of self-discovery. Students will also be pointed directly to Leaders in the Roadtrip Nation Interview Archive who align with their Interests and Foundation. Students can continually use the Archive to refine their searches as they continue the college planning process.


Have students establish their Have students establish their


LOOKING BACK

UNIT OBJECTIVES

Understand that making life • decisions begins with students viewing themselves as individuals.

Understand that the college • planning process begins with students’ individual Interests and Foundation.

Begin thinking about how • building a Road map can help lead students in a direction that reflects their true selves.


Defining my own Road in life should begin with an understanding of who I am as an individual and what would give my life meaning.

Then have students read the text on pages 6–7:

Think AloudThink about the title of the unit. Direct the students to talk about the title with a partner, discussing what “define your own life” means. Share with the class how you made key decisions in your life. Then as a class, discuss how the concept of “defining your own Road in life” could relate to the college planning process.

In the Introduction, students were introduced to CollegeEd and learned what they will do and discover throughout the program.

Preview the LessonsAsk students to skim the Lesson activities beginning on page 7. With a partner, have them summarize what they will learn in this unit in one short paragraph. Share each group’s paragraph with the class.

LOOKING BACK

UNIT OBJECTIVES

Understand that making life • decisions begins with students viewing themselves as individuals.

Understand that the college • planning process begins with students’ individual Interests and Foundation.

Begin thinking about how • building a Road map can help lead students in a direction that reflects their true selves.

Introduce the Unit

6 EDUCATOR GUIDE

UNITUNIT

UNIT OBJECTIVES


6

How Do You Start? You Start with You.

legend

Figuring out who you are and what you want for your life can be two of the most challenging aspects of growing up. Mike, Nate and Brian, the Founders of Roadtrip Nation, felt the same way when they graduated from college. Their solution was to hit the Road on a cross-country Roadtrip. On this Roadtrip, they talked to Leaders from all different backgrounds about how those individuals fi gured out what they wanted to do in life. The Leaders discussed how they made decisions along the way and shared their ideas about how to create a meaningful life. It was from the lessons learned on this fi rst Roadtrip that Roadtrip Nation was born to help others defi ne their own Roads.

As you continue through high school and college, it is important to take the time to really think about what you want for your future. Defi ning your own Road starts with understanding what makes you you. What do you really love to do? What interests you? What do you do best? Your college experience should revolve around your interests, values and talents. Asking these types of questions can help you make all kinds of decisions like which colleges to apply to and what you might study.

There are all sorts of pathways available to you after high school, whether it’s heading to a four-year university, community college, or doing vocational training. When you tune into who you are, you’ll be better equipped to set off on the right path for you.

One thing that might get in the way of staying true to yourself is the opinions of others. You may have already noticed that friends, family, and other people around you have views about what they think you should be doing with your life. You may feel pressure to please those people, and you may even fi nd yourself making decisions that don’t align with who you are as a person just to make them happy. When we hear suggestions from other people that don’t refl ect who we really are, we call that The Noise. It’s important to shed The Noise — to let it roll off your shoulders — so that it does not infl uence your decisions as you start to defi ne your own Road. Listen to yourself, genuinely consider the advice of others, and you will be able to determine what insight is valuable and in line with your true self.

On any journey, it’s helpful to have a Road map. Whether it’s on your phone or scribbled on a piece of paper, a Road map can show you how to get from where you are to where you want to go. The same is true when it comes to defi ning your own Road in life. You start at

Words of Roadtrip Nation

Roadtrip: A life-changing journey; to defi ne your own Road and pursue your interests in life by seeking advice from members of your community and looking inside yourself to fi gure out what you are truly passionate about.

Roadtrip Nation


Leaders: Individuals interviewed on the Road who share the insights and perspectives they gained as they defi ned their own Roads in life.

7

Wanda SykesComedian and Actress

roadtripnation.com/leader/wanda-sykes

“(Standup comedy) felt like what I was supposed to be doing.”

your Set Point — who you are today, as you are beginning to think about yourself, your life and your future. Your destination is a meaningful life, where you feel successful and happy.

Before you move ahead, begin with where you are, right at this moment. To establish your present-day Set Point, use the space below to describe your thoughts, feelings or concerns about your future. You may have done this before today, but allow yourself the chance to evolve. Be in the moment and think about your Set Point right now.

Set Point: What you know about yourself and your goals for the future when you begin your Roadtrip; used to measure your growth as you continue to defi ne your own Road in life.

Some questions you might want to ask yourself are:What am I being told my future should look like?

What is my ideal vision for my college experience? What am I thinking in terms of a future career

and life in general? What are the biggest fears or challenges that I face as a student right now?

What are my biggest dreams for college and the Road beyond? Feel free to write anything that

comes to mind related to your future!

The Noise: The views of society — including family, friends, or strangers — that often infl uence what you think you should do with your life. It is a constant process to fi lter The Noise and focus on what matters most to you.

WORK ZONEHave students read the directions and brainstorm questions included in the Work Zone (the activity on page 7) and then complete the activity.

Proficient learnersAllow students to define their Set Points individually, and then have them brainstorm with the struggling learners. Upon completion, have students work in small groups of three or four to discuss their futures. Encourage them to be open with each other and not be afraid to share their hopes and concerns for high school and college.

Struggling learnersAllow students to define their Set Points individually, and then have them discuss with the Proficient Learners to ensure understanding. Upon completion, have students work in small groups of three or four to discuss their futures. Encourage them to be open with each other and empathize with each other’s hopes and fears for high school and college.

Proficient learners


DISCUSS WORDS OF ROADTRIP NATION

Explain to students that Roadtrip Nation has a unique vocabulary and that most of their questions will be answered in the Lessons. In order to help students understand the concept of Roadtrip, have them discuss the meaning of a traditional “road trip” as a class. How are the two definitions similar? How are they different? Repeat the process with the words Leader, The Noise and Set Point.

Blank Chart Paper for individual and group brainstorms (Optional: for entire section)

Markers, Crayons or Colored Pencils for collage activities (Pages 7, 9 and 13)

Magazines to cut up for collages

Scissors

Materials

Additional ResourcesTo introduce students to The Roadtrip Nation Movement, direct them to roadtripnation.com.

WHO Am I?


6

How Do You Start? You Start with You.

legend

Figuring out who you are and what you want for your life can be two of the most challenging aspects of growing up. Mike, Nate and Brian, the Founders of Roadtrip Nation, felt the same way when they graduated from college. Their solution was to hit the Road on a cross-country Roadtrip. On this Roadtrip, they talked to Leaders from all different backgrounds about how those individuals fi gured out what they wanted to do in life. The Leaders discussed how they made decisions along the way and shared their ideas about how to create a meaningful life. It was from the lessons learned on this fi rst Roadtrip that Roadtrip Nation was born to help others defi ne their own Roads.

As you continue through high school and college, it is important to take the time to really think about what you want for your future. Defi ning your own Road starts with understanding what makes you you. What do you really love to do? What interests you? What do you do best? Your college experience should revolve around your interests, values and talents. Asking these types of questions can help you make all kinds of decisions like which colleges to apply to and what you might study.

There are all sorts of pathways available to you after high school, whether it’s heading to a four-year university, community college, or doing vocational training. When you tune into who you are, you’ll be better equipped to set off on the right path for you.

One thing that might get in the way of staying true to yourself is the opinions of others. You may have already noticed that friends, family, and other people around you have views about what they think you should be doing with your life. You may feel pressure to please those people, and you may even fi nd yourself making decisions that don’t align with who you are as a person just to make them happy. When we hear suggestions from other people that don’t refl ect who we really are, we call that The Noise. It’s important to shed The Noise — to let it roll off your shoulders — so that it does not infl uence your decisions as you start to defi ne your own Road. Listen to yourself, genuinely consider the advice of others, and you will be able to determine what insight is valuable and in line with your true self.

On any journey, it’s helpful to have a Road map. Whether it’s on your phone or scribbled on a piece of paper, a Road map can show you how to get from where you are to where you want to go. The same is true when it comes to defi ning your own Road in life. You start at


Roadtrip: A life-changing journey; to defi ne your own Road and pursue your interests in life by seeking advice from members of your community and looking inside yourself to fi gure out what you are truly passionate about.

Roadtrip Nation


Leaders: Individuals interviewed on the Road who share the insights and perspectives they gained as they defi ned their own Roads in life.

7

Wanda SykesComedian and Actress

roadtripnation.com/leader/wanda-sykes

“(Standup comedy) felt like what I was supposed to be doing.”

your Set Point — who you are today, as you are beginning to think about yourself, your life and your future. Your destination is a meaningful life, where you feel successful and happy.

Before you move ahead, begin with where you are, right at this moment. To establish your present-day Set Point, use the space below to describe your thoughts, feelings or concerns about your future. You may have done this before today, but allow yourself the chance to evolve. Be in the moment and think about your Set Point right now.

Set Point: What you know about yourself and your goals for the future when you begin your Roadtrip; used to measure your growth as you continue to defi ne your own Road in life.

Some questions you might want to ask yourself are:What am I being told my future should look like?

What is my ideal vision for my college experience? What am I thinking in terms of a future career

and life in general? What are the biggest fears or challenges that I face as a student right now?

What are my biggest dreams for college and the Road beyond? Feel free to write anything that

comes to mind related to your future!

The Noise: The views of society — including family, friends, or strangers — that often infl uence what you think you should do with your life. It is a constant process to fi lter The Noise and focus on what matters most to you.

WORK ZONE

EQ 1

EQ 2

ESSENTIAL QUESTIONS How can identifying and combining my Interests help me define my own Road in life?

How will identifying my Interests help me as I plan for college?

Preview the TextHave students spend time looking at the list of Interests on page 8. As a class, have them go through the list and come up with a broad definition of each Interest category. This will help facilitate conversation about some of the Interest categories that might not be as familiar as others. Have students share their thoughts about the broad definitions as a class discussion. How do they think these Interest categories relate to the college planning process?


Have students read the definition of Interest and put this definition into their own words. Ask them to think of an Interest they had when they were younger. Do they still have this Interest? Have their Interests changed as they have gotten older?

Read the directions for the Work Zone (the activity on page 9) out loud with your students. Make sure everyone understands the concept of “Interests.”

English Language LearnersHave students get their thoughts on paper without using words. Encourage the use of pictures and drawings as a form of expression. Display an example of a collage so they understand the task.

First Generation StudentsStudents may never have had anyone encourage them to pursue their individual Interests. While students shouldn’t be encouraged to disregard suggestions from parents, guardians, or teachers, it should be acknowledged that evaluating this Noise is important in making sure the students’ decisions align with who they are as individuals.



UNITUNIT

8 EDUCATOR GUIDE

LESSON 1

ESSENTIAL QUESTIONS

LESSON 11 LESSON 11111111

8

Lesson 1

Do What You Love

Interests. When you have an idea what your strongest Interests are, you can begin to build your life around them. You can explore different college majors and look for institutions that offer those majors. Also, keep in mind that you don’t have to choose just one Interest. Most paths in life don’t focus on only one subject or use only one skill. Combining multiple interests is an even better way to make sure you stay engaged in college and the world beyond.

Look at the Interests above. Think broadly about your Interests — the things you really like to do in your spare time. Where would your favorite pastimes fall within the circles above? Highlight the two Interest categories that are most important to you. If you do not recognize your favorite pastime in these categories at fi rst, try to think broadly about your Interest.

While your Set Point expresses your thoughts and feelings about your future, exploring your Interests is another key component of defi ning your own Road. You might have the impression that who you are today and what you love to do is separate from who you will be someday. You may have been led to believe that when you “grow up” and go to college, or get a job, you leave your childhood self behind. While that may be true for some people, the happiest and most successful Roadtrip Nation Leaders did not give up their Interests as they got older. Instead, they incorporated who they are and what they love to do into their work life.

When planning for college, pay attention to your Interests. If you aren’t sure what they are yet, think about the way you like to spend your free time, the things you are curious about, and the activities that keep you coming back for more. Those are your


Interest: A subject or activity that you feel a strong connection to, which you are willing to continue exploring. Basing your studies on your Interests may offer you the greatest chance of achieving happiness and satisfaction with your future.

How can choosing a college or major based on your Interests help you build a life you really love?

9

Kevin CarrollThe KatalystNike

Interest CollageUse this area to create a collage that will inspire you to defi ne your own Road by staying true to your Interests. You can describe it, draw it, photograph it, or even write poetry about it. It doesn’t matter what you do. Just take the time to have fun and focus on something that you’ve always loved to do. Keep looking at this collage as you make your way through the rest of this workbook — it will help guide you as you begin making decisions about your future.

Go to roadtripnation.com/leaders/kevin-carroll and watch the video clip. Why does Kevin use the analogy of the “red rubber ball”?

What is your “red rubber ball”?

“What is your red rubber ball? What is the thing that brings you joy? Where’s your joy?”

roadtripnation.com/leader/kevin-carroll

Teach the TextRead the first paragraph out loud. Then, ask students to read silently. As they read, have them underline what they feel to be the most important point in each paragraph. Ask them to share their thoughts with the class. Say: As you read the text, think about the things you really love to do in your free time. How can the things that matter to you be incorporated into the decisions you make about the direction of your life?

Monitor Comprehension• What are two of your Interests?

• Explain that knowing your Interests is an important part of the college planning process. How do your Interests relate to what you want to do when you get older?

✔ identify their Interests.

✔ express how their Interests relate to college planning.


College Board StandardsR1 Comprehension of Words, Sentences, and Components of TextsW2 Generating ContentL3 Listening for Diverse Purposes*

21st Century Think Creatively (LI.CT.1) Communicate Clearly (LI.CC.1) Be Self-directed Learners (LC.IS.3)Make Judgments and Decisions (LI.CT.3)*

ASCAA.1 Responsibilities to StudentsA.10 Technology*

Extensions

Have students watch more Roadtrip Nation content online — preferably clips that align with their Interest categories.

Extensions

Have students watch more Roadtrip Nation


WHO Am I?

UNIT 1 LESSON 1 9

8

Lesson 1

Do What You Love

Interests. When you have an idea what your strongest Interests are, you can begin to build your life around them. You can explore different college majors and look for institutions that offer those majors. Also, keep in mind that you don’t have to choose just one Interest. Most paths in life don’t focus on only one subject or use only one skill. Combining multiple interests is an even better way to make sure you stay engaged in college and the world beyond.

Look at the Interests above. Think broadly about your Interests — the things you really like to do in your spare time. Where would your favorite pastimes fall within the circles above? Highlight the two Interest categories that are most important to you. If you do not recognize your favorite pastime in these categories at fi rst, try to think broadly about your Interest.

While your Set Point expresses your thoughts and feelings about your future, exploring your Interests is another key component of defi ning your own Road. You might have the impression that who you are today and what you love to do is separate from who you will be someday. You may have been led to believe that when you “grow up” and go to college, or get a job, you leave your childhood self behind. While that may be true for some people, the happiest and most successful Roadtrip Nation Leaders did not give up their Interests as they got older. Instead, they incorporated who they are and what they love to do into their work life.

When planning for college, pay attention to your Interests. If you aren’t sure what they are yet, think about the way you like to spend your free time, the things you are curious about, and the activities that keep you coming back for more. Those are your


Interest: A subject or activity that you feel a strong connection to, which you are willing to continue exploring. Basing your studies on your Interests may offer you the greatest chance of achieving happiness and satisfaction with your future.

How can choosing a college or major based on your Interests help you build a life you really love?

9

Kevin CarrollThe KatalystNike

Interest CollageUse this area to create a collage that will inspire you to defi ne your own Road by staying true to your Interests. You can describe it, draw it, photograph it, or even write poetry about it. It doesn’t matter what you do. Just take the time to have fun and focus on something that you’ve always loved to do. Keep looking at this collage as you make your way through the rest of this workbook — it will help guide you as you begin making decisions about your future.

Go to roadtripnation.com/leaders/kevin-carroll and watch the video clip. Why does Kevin use the analogy of the “red rubber ball”?

What is your “red rubber ball”?

“What is your red rubber ball? What is the thing that brings you joy? Where’s your joy?”

roadtripnation.com/leader/kevin-carroll

WORK ZONE

Teach the Text cont...Monitor ComprehensionSay: Before we continue reading, take a few minutes to examine the graphic on page 10. Have students share their thoughts on the graphic with a partner. As a class, discuss the purpose of the graphic.

Proficient learners Have the students work independently to complete the charts on page 11. They should be able to break down each Interest into at least three distinct aspects they enjoy. Encourage them to create as many “slices” as they can for each Interest to help them see how what they like to do may cross into many different Interests.

Struggling learners Have students practice active listening while filling out one of their pie charts with a partner. Have them talk about their Interest in detail, describing exactly what they like about it. Using their partner’s feedback, students can complete the chart. Students can then complete the second pie chart independently.

Read the directions for the Work Zone (the activity on page 11) out loud with your students. Make sure students understand the concept of breaking down their Interests.

Proficient learners

Make sure students understand the concept of breaking down their Interests.Make sure students understand the concept of breaking down their Interests.Make sure students understand the concept of breaking down their Interests.




In small groups, review the concept of a pie chart. Why is examining your Interests like cutting a slice of pie?


Before students begin breaking down their individual Interests, have them complete the activity as a group, using any example you choose from the Interest categories on page 8. Brainstorm how the example you chose can be broken down into a “core” Interest. Then have them work with a partner to do the same to their own Interests.

10 EDUCATOR GUIDE


Teach the Text


10

On the previous pages, you’ve narrowed down your Interests. Now, we want you to go a little deeper. What is it about those things that you really enjoy? For example, you might have said, “I enjoy cooking,” and highlighted Food. On a surface level, that’s great information to have. It gives you something to work with, but try to take it a little further.

What is it about cooking that you like best? Do you enjoy seeing people’s reactions to your food and receiving compliments? Do you like working with your hands and raw materials? Do you fi nd yourself experimenting with recipes to create something new? Do you get satisfaction from following the directions perfectly and getting the same result every time?

While you may never have thought of breaking down your Interests in this way before, it’s an important step because it helps you discover even more about yourself and what you really like. It helps you see how the things you “like to do” might fi t into many different Interest categories. This information will give you new insight when planning for college and choosing a major.

Before moving on to the next page, spend a few minutes looking at the example below. We took the Interest of Food and broke it down into things that people often love about it. Think about what you might like about this Interest; it will help you as you complete the activity on page 11.

Billy King Former President and General Manager of the Philadelphia 76ers

Paul Goble Senior AssociateCarnegie Endowment for International Peace

“I wanted to make a difference... I’ve always worked in the same sort of grand area, but I’ve done lots of different things... Defi ne what you (want to) do in the broadest possible terms.”

nt and er of the

6ers

roadtripnation.com/leader/paul-goble roadtripnation.com/leader/billy-king

“I always said that my job beats working, because I don’t look at it as work. I look

at it as something I enjoy doing.”

11

In the area below, there are two charts. Above each circle, write down one of the Interests that you chose on page 8. Then, break down that Interest into the key elements that most appeal to you, following the example on page 10. We’ve broken down each circle into 3 segments, but if you need more spaces, go ahead and draw them in.

Patricia Janiot CNN en Español News Anchor

Gale GandPastry Chef/Food Network Host

“It was like a magnet; I just couldn’t resist it. It was my own

personal Interest that was stronger than any of that other stuff.”

Chris Flink IDEOProduct Design

ot ñol r

Flink

t Design

If you need help, here are some questions to get you started. What part of this activity do I look forward to doing the most? What part of this Interest gives me the greatest satisfaction? When I tell stories about this Interest, what elements do I focus on? Do I enjoy working on my own or with other people? Does that make a difference in how much fun I have?

roadtripnation.com/leader/gale-gand roadtripnation.com/leader/patricia-janiotroadtripnation.com/leader/chris-fi nk

“You have to fi nd something that allows some piece of your soul... to participate. If you totally turn your back on that, you’re setting yourself

up for years of misery.”

“The most important thing for you to do is fi nd what makes you enthusiastic, what is going to make adrenaline run through your body, what makes you really keen about something. Passion and enthusiasm are a key element in being happy in what you do.”

Teach the Text cont...Read the directions for the activity on this page out loud, paying special attention to prompts in the thought bubble to the right. If students seem intimidated by the process, use an example from your own life to illustrate how it works. Discuss the difference between likingto do something and describing why you like it. Which one offers more information?

Monitor ComprehensionMonitor students’ comprehension by discussing their ideas about how their Interests can relate to college planning and college selection. Ask them:

• Why is it important to use your Interests as a starting point for college planning?

• How can having a good idea about your Interests help you choose a college major?

• How can selecting a college based on your Interests help you build a life that you love?

Extensions

On a separate sheet of paper, have students write a reflection of the Leader quotes at the bottom of each page. They can work with a partner or on their own. Have them share their interpretations of each quote with each other or with the class. Use their interpretations to explain that people who really love what they do have learned to incorporate their Interests into their daily lives.

Extensions

On a separate sheet of paper, have students

Extensions Extensions Extensions Extensions Extensions Extensions Extensions Extensions Extensions Extensions

Proficient learners Have the students work independently to complete the charts on page 11. They should be able to break down each Interest into at least three distinct aspects they enjoy. Encourage them to create as many “slices” as they can for each Interest to help them see how what they like to do may cross into many different Interests.

Struggling learners Have students practice active listening while filling out one of their pie charts with a partner. Have them talk about their Interest in detail, describing exactly what they like about it. Using their partner’s feedback, students can complete the chart. Students can then complete the second pie chart independently.

✔ break down their individual Interests by what appeals to them the most.

✔ reflect on the knowledge they have gained about themselves by identifying their Interests.

✔ articulate how identifying their Interests is an important step in college planning.


WHO Am I?

Teach the Text

UNIT 1 LESSON 1 11

10

On the previous pages, you’ve narrowed down your Interests. Now, we want you to go a little deeper. What is it about those things that you really enjoy? For example, you might have said, “I enjoy cooking,” and highlighted Food. On a surface level, that’s great information to have. It gives you something to work with, but try to take it a little further.

What is it about cooking that you like best? Do you enjoy seeing people’s reactions to your food and receiving compliments? Do you like working with your hands and raw materials? Do you fi nd yourself experimenting with recipes to create something new? Do you get satisfaction from following the directions perfectly and getting the same result every time?

While you may never have thought of breaking down your Interests in this way before, it’s an important step because it helps you discover even more about yourself and what you really like. It helps you see how the things you “like to do” might fi t into many different Interest categories. This information will give you new insight when planning for college and choosing a major.

Before moving on to the next page, spend a few minutes looking at the example below. We took the Interest of Food and broke it down into things that people often love about it. Think about what you might like about this Interest; it will help you as you complete the activity on page 11.

Billy King Former President and General Manager of the Philadelphia 76ers

Paul Goble Senior AssociateCarnegie Endowment for International Peace

“I wanted to make a difference... I’ve always worked in the same sort of grand area, but I’ve done lots of different things... Defi ne what you (want to) do in the broadest possible terms.”

nt and er of the

6ers

roadtripnation.com/leader/paul-goble roadtripnation.com/leader/billy-king

“I always said that my job beats working, because I don’t look at it as work. I look

at it as something I enjoy doing.”

11

In the area below, there are two charts. Above each circle, write down one of the Interests that you chose on page 8. Then, break down that Interest into the key elements that most appeal to you, following the example on page 10. We’ve broken down each circle into 3 segments, but if you need more spaces, go ahead and draw them in.

Patricia Janiot CNN en Español News Anchor

Gale GandPastry Chef/Food Network Host

“It was like a magnet; I just couldn’t resist it. It was my own

personal Interest that was stronger than any of that other stuff.”

Chris Flink IDEOProduct Design

ot ñol r

Flink

t Design

If you need help, here are some questions to get you started. What part of this activity do I look forward to doing the most? What part of this Interest gives me the greatest satisfaction? When I tell stories about this Interest, what elements do I focus on? Do I enjoy working on my own or with other people? Does that make a difference in how much fun I have?

roadtripnation.com/leader/gale-gand roadtripnation.com/leader/patricia-janiotroadtripnation.com/leader/chris-fi nk

“You have to fi nd something that allows some piece of your soul... to participate. If you totally turn your back on that, you’re setting yourself

up for years of misery.”

“The most important thing for you to do is fi nd what makes you enthusiastic, what is going to make adrenaline run through your body, what makes you really keen about something. Passion and enthusiasm are a key element in being happy in what you do.”

WORK ZONE

EQ 1

EQ 2

ESSENTIAL QUESTIONS How can identifying my Foundation and aligning it with my Interests help me define my own Road in life?

How will identifying my Foundation help me as I plan for college?

Preview the TextRead the definition of Foundation aloud to students. Then, have students examine the “ice cream cone” graphic on the top of the page. Ask them if they know any other definitions of the word “foundation.” If so, have them compare/contrast other ideas they have with the Roadtrip Nation definition of Foundation.


Have students read the definition of Foundation and put this definition—as Roadtrip Nation explains it—into their own words. Ask them to compare this meaning to the more traditional definition of “foundation” as it relates to construction: the natural or prepared ground or base on which structures rest.

Teach the TextHave students read the text independently. When they have finished reading, ask for student volunteers to describe each paragraph in their own words. They can do this as a class or with partners.

Read the directions for the Work Zone (the activity on page 13) out loud with your students. Make sure everyone understands the concept of “Foundation.”

Proficient learnersAsk students to brainstorm and come up with their own Foundation metaphors. They can use the “ice cream cone” as an example. Have them visually represent their metaphors and share them with the class.

Struggling learnersUsing yourself as an example, go through the process of determining your Foundation. Then, add your own individual Interests just like the “ice cream cone.” Have the students help give you ideas. Then, complete the sentence, “As long as I am ______, I am happy.”

Proficient learners


12 EDUCATOR GUIDE

UNITUNIT LESSON 2

ESSENTIAL QUESTIONS


12

Lesson 2:

What is My Foundation?

On page 11, you broke down your Interests into different segments, or underlying principles. That was the fi rst step to understanding your Foundation. Your Foundation is the central value that exists at the core of who you are. It can show up in any Interest you have and frequently appears in all of them. It’s what “lights you up” and makes you excited to pursue the things you really enjoy doing. Your Interests may change as you go through life, but they will probably all share the same Foundation.

This may sound complicated, but it is really just one more way to look at your Interests. For example, perhaps your favorite subject in school has always been P.E. You love to compete, play hard and to be outdoors. You may also be interested in many different things like science, politics or travel. While those Interests seem to have nothing in common, they can all share the Foundation of Being Physically Active. You may choose to become a professional rock climber, a Navy Seal, or a chemist who creates vitamin supplements for elite athletes. These pathways allow you to remain true to your Foundation.

As you go through high school and college, your Interests and Foundation may evolve. Through new experiences, you will learn new things about yourself and what you like to do. You may make new connections between your Interests and fi nd a new Foundation to guide your decisions. That’s okay. Just remember that you will fi nd your greatest happiness and satisfaction if you follow the educational and career paths that allow you to remain true to your Foundation.

One way to fi gure out your Foundation is to study the pie charts you created on page 11. Consider the following questions as you refl ect on what you wrote: What elements do your two Interests have in common? What makes you happiest about both activities? What other Interests could you imagine trying if it included this element? The more you are able to fi nd overlap between your Interests, the closer you are to discovering your Foundation.

Your Interests may continually change throughout your life — just like your choice of ice cream fl avor can change.

You’ll choose different ice cream flavors (Interests) throughout your life, but you’ll always need a cone (your Foundation) to hoist them up!

Foundations are different for each person, just like each person prefers a different type of ice cream cone. The cone is the base that holds up your ice cream, just like your Foundation is the base that supports your Interests.

13

As long as I am , I’ll be happy.

roadtripnation.com/leader/charles-garfi eld

“The key of knowing what to do is knowing who you are.”

Charles Garfi eldPsychologistShanti and UCSF School of Medicine


Foundation: The central value that exists at the core of who you are. Your Foundation can show up in any Interest you have and frequently appears in all of them.

Reread the Foundations in the circles above. Is there anything you can think of that is missing from this group? Explain.

After reviewing your Interests, highlight the Foundation that seems to best represent what is truly important to you.

Monitor ComprehensionRead the first paragraph out loud. Then, ask students to read silently. As they read, have them underline what they feel to be the most important point in the paragraph. Ask them to share their thoughts with the class.

Say: As you read the text, think about page 11 where you broke apart your Interests into the things that are most meaningful to you. How can the things that matter to you—your Foundation—be incorporated into the decisions you make about the direction of your life?

✔ explain the Roadtrip Nation definition of Foundation.

✔ identify their own Foundation.

✔ express how their Foundation relates to college planning.


College Board StandardsR1 Comprehension of Words, Sentences, and Components of TextsW2 Generating ContentL3 Listening for Diverse Purposes*

21st Century Think Creatively (LI.CT.1) Communicate Clearly (LI.CC.1) Be Self-directed Learners (LC.IS.3)*Make Judgments and Decisions (LI.CT.3)*

ASCAA.1 Responsibilities to StudentsA.10 Technology*


English Language Learners Give students the definition of the word “foundation” as it relates to construction: the natural or prepared ground or base on which structures rest. Give students visual examples of a building/structure and its foundation, or have them graphically represent this on their own. Explain to them how this definition and the Roadtrip Nation definition are similar: that your Foundation is what you need in order to build a life that you love.

WHO Am I?

UNIT 1 LESSON 2 13

12

Lesson 2:

What is My Foundation?

On page 11, you broke down your Interests into different segments, or underlying principles. That was the fi rst step to understanding your Foundation. Your Foundation is the central value that exists at the core of who you are. It can show up in any Interest you have and frequently appears in all of them. It’s what “lights you up” and makes you excited to pursue the things you really enjoy doing. Your Interests may change as you go through life, but they will probably all share the same Foundation.

This may sound complicated, but it is really just one more way to look at your Interests. For example, perhaps your favorite subject in school has always been P.E. You love to compete, play hard and to be outdoors. You may also be interested in many different things like science, politics or travel. While those Interests seem to have nothing in common, they can all share the Foundation of Being Physically Active. You may choose to become a professional rock climber, a Navy Seal, or a chemist who creates vitamin supplements for elite athletes. These pathways allow you to remain true to your Foundation.

As you go through high school and college, your Interests and Foundation may evolve. Through new experiences, you will learn new things about yourself and what you like to do. You may make new connections between your Interests and fi nd a new Foundation to guide your decisions. That’s okay. Just remember that you will fi nd your greatest happiness and satisfaction if you follow the educational and career paths that allow you to remain true to your Foundation.

One way to fi gure out your Foundation is to study the pie charts you created on page 11. Consider the following questions as you refl ect on what you wrote: What elements do your two Interests have in common? What makes you happiest about both activities? What other Interests could you imagine trying if it included this element? The more you are able to fi nd overlap between your Interests, the closer you are to discovering your Foundation.

Your Interests may continually change throughout your life — just like your choice of ice cream fl avor can change.

You’ll choose different ice cream flavors (Interests) throughout your life, but you’ll always need a cone (your Foundation) to hoist them up!

Foundations are different for each person, just like each person prefers a different type of ice cream cone. The cone is the base that holds up your ice cream, just like your Foundation is the base that supports your Interests.

13

As long as I am , I’ll be happy.

roadtripnation.com/leader/charles-garfi eld

“The key of knowing what to do is knowing who you are.”

Charles Garfi eldPsychologistShanti and UCSF School of Medicine


Foundation: The central value that exists at the core of who you are. Your Foundation can show up in any Interest you have and frequently appears in all of them.

Reread the Foundations in the circles above. Is there anything you can think of that is missing from this group? Explain.

After reviewing your Interests, highlight the Foundation that seems to best represent what is truly important to you.

WORK ZONE

Teach the Text cont...Monitor ComprehensionAfter students read the Leader quotes independently, have them paraphrase each quote in their own words with a partner. Discuss each quote as a class. Have students answer the reflective questions on this page independently.

Proficient learners Have students complete the questions on page 15, encouraging them to be as detailed or specific as possible when making a plan for their high school courses and extracurricular activities.

Struggling learners Discuss the meaning of the word “insight” with your students, using the simple explanation of the word origin, “inner sight,” or to see things at a deep level. How did thinking about their Foundation offer insight into who they are? How can they apply that knowledge to decisions they will make in the future?

Have students read the directions for the Work Zone (the activity on page 15) and then complete the activity.


English Language Learners Have students highlight or underline any words or phrases that are unfamiliar to them and discuss those words as a class.

First Generation Students Ask students the meaning of Van Taylor Monroe’s metaphor of a GPS System. If students are not familiar with a GPS, give examples on a Smartphone, Google Maps, or any other GPS device.

Proficient learners

complete the activity.


14 EDUCATOR GUIDE


Teach the Text


14

Van Taylor Monroe Shoe Artist

roadtripnation.com/leader/van-taylor-monroe

roadtripnation.com/leader/jake-shimabukuro

roadtripnation.com/leader/charline-gipson

Jake ShimabukuroUkulele Musician and Spokesperson

Charline GipsonCorporate LawyerDavillier Law Group ILC

Van Taylor Shoe Artist

roadtripn

What is the one thing that brings you the most joy right now in your life? Why does it bring you joy? How can you incorporate that experience into your life more often?

What do you think Van Taylor means when he says “Your heart is like a GPS system?” When have you felt your ‘heart’ steering you in a certain direction? Did you listen? Why or why not?

“Your heart is like a GPS system. You don’t know where you’re going and that’s the scary part about it. A lot of people are

afraid of pursuing their dream, because they don’t know what’s behind the next door, or what’s around the corner. I say

listen to it while you can. Listen to it. Follow it.”

Jake ShiUkulele Mand Spok

Charline GiCorporate LDavillier Law

What subject, sport or hobby allows you to truly be yourself? How does it bring out the best in you? Is there something you have to do on a frequent basis that brings out the worst in you? What makes you less than your best self?

“If I can truly be myself and fi gure out who I am and do that all the time, then I am going

to be the best in everything that I do.”

“You have to cultivate those things that bring you joy. You have to know what you love.”

Leader QuotesRead each Leader’s quote below and answer the question that corresponds to it.

15

Foundation InsightDefi ning your own Road in life is about making decisions that refl ect who you are and what’s important to you.Consider the insights you’ve gained about your Foundation and how they can help you as you plan for college; then answer these questions:

“Stop being outside of who you are and watching your life from the sidelines. This is all part of an evolution...We are a total sum of our life experiences.”

Penny Brown ReynoldsJudge, Author andOrdained Minister

List three life experiences that have shaped who you are.Take a few minutes and think about Penny’s quote above. Use the lines below to explain the quote in your own words.

roadtripnation.com/leader/penny-brown-reynolds

Optional ApproachWatch Penny Brown Reynolds’ interview clip as a class at roadtripnation.com/leader/penny-brown-reynolds. Hold an in-class discussion about Penny, her life, and what students can learn from her.

Extensions

Have your students discuss the quotes and reflection questions on page 14 with an adult in their life whom they trust. If this is not possible, offer the students an opportunity to share their answers with each other or with you. Encourage them to really think about how they can incorporate what brings out the best in them and what brings joy to their college preparation.

Extensions

Have your students discuss the quotes


WHO Am I?

UNIT 1 LESSON 2 15

14

Van Taylor Monroe Shoe Artist

roadtripnation.com/leader/van-taylor-monroe

roadtripnation.com/leader/jake-shimabukuro

roadtripnation.com/leader/charline-gipson

Jake ShimabukuroUkulele Musician and Spokesperson

Charline GipsonCorporate LawyerDavillier Law Group ILC

Van Taylor Shoe Artist

roadtripn

What is the one thing that brings you the most joy right now in your life? Why does it bring you joy? How can you incorporate that experience into your life more often?

What do you think Van Taylor means when he says “Your heart is like a GPS system?” When have you felt your ‘heart’ steering you in a certain direction? Did you listen? Why or why not?

“Your heart is like a GPS system. You don’t know where you’re going and that’s the scary part about it. A lot of people are

afraid of pursuing their dream, because they don’t know what’s behind the next door, or what’s around the corner. I say

listen to it while you can. Listen to it. Follow it.”

Jake ShiUkulele Mand Spok

Charline GiCorporate LDavillier Law

What subject, sport or hobby allows you to truly be yourself? How does it bring out the best in you? Is there something you have to do on a frequent basis that brings out the worst in you? What makes you less than your best self?

“If I can truly be myself and fi gure out who I am and do that all the time, then I am going

to be the best in everything that I do.”

“You have to cultivate those things that bring you joy. You have to know what you love.”

Leader QuotesRead each Leader’s quote below and answer the question that corresponds to it.

15

Foundation InsightDefi ning your own Road in life is about making decisions that refl ect who you are and what’s important to you.Consider the insights you’ve gained about your Foundation and how they can help you as you plan for college; then answer these questions:

“Stop being outside of who you are and watching your life from the sidelines. This is all part of an evolution...We are a total sum of our life experiences.”

Penny Brown ReynoldsJudge, Author andOrdained Minister

List three life experiences that have shaped who you are.Take a few minutes and think about Penny’s quote above. Use the lines below to explain the quote in your own words.

roadtripnation.com/leader/penny-brown-reynolds

WORK ZONE

EQ 1

EQ 2

ESSENTIAL QUESTIONS What can combining my Interests and Foundation tell me about myself?

Why is building a Road map helpful for college planning?

Preview the TextHave students scan the paragraphs and look at the graphic on this page. With a partner, have students write down what they perceive to be the goal of the lesson. As a class, share responses and create one general lesson summary.

Teach the TextDepending on students’ abilities, have them read the text independently or with partners. Instruct students to highlight or underline any concepts they do not understand.

Read the Work Zone (the activity on page 17) directions out loud. Have students complete their Road map independently. Then, have students share their work.

Proficient learnersOnce students have created their own Road maps, have them work with a struggling learner to complete or enhance their partner’s Road map. Can their partner offer any suggestions they had not thought of for themselves?

Struggling learnersIf students are having a hard time brainstorming professions that align with the overlap of their Interests and Foundation, point them in the direction of the following websites:bigfuture.collegeboard.org/explore-careersbigfuture.collegeboard.org/explore-careers/majors/9-video-tips-for-finding-majors-and-careersonetonline.org

Proficient learners


16 EDUCATOR GUIDE

UNITUNIT LESSON 3

ESSENTIAL QUESTIONS


16

When we fi rst introduced the concept of defi ning your own Road, we talked about how important it is to have a Road map — something to help you get from Point A to Point B. While you may take a lot of detours, a Road map will help you get back on track and reach your fi nal destination. When you defi ne your own Road, that destination becomes more meaningful because it is built upon the Interests and Foundation that matter to you.

Creating your own Road map in the Roadtrip Nation sense is not about taking the shortest route possible. It doesn’t even look like any map you have ever seen. It is about discovering as much information as you can about yourself and where you want to go. You have to begin with your Set Point, then add your Interests and

Lesson 3:

The Road Mapinclude your Foundation. When you combine these elements and see them as a whole, you are creating a solid base of knowledge about who you are. Having that information at your fi ngertips will make it much easier to make decisions that refl ect what matters to you most.

Take a look at the Road map below. Just like you, many of our Leaders have multiple interests — they didn’t want to choose just one Road, so they combined their Interests together, along with their Foundation, and built a life they really love. Homaro Cantu is an inventor and loves science, but he also wanted to work with food. Now he’s created an innovative restaurant (where there are edible menus!) built around his inventions and his love for solving problems.

“As long as you’re passionate and you can fi nd your creative niche, there’s nothing that you can’t achieve.”

Homaro CantuChef/InventorMoto Restaurant

”

t

roadtripnation.com/leader/homaro-cantu

17

Now it’s your turn to create your own Road map! Fill in the circles in the area below with your two main Interests from page 8 and your Foundation from page 13. Notice that they can exist on their own, but they also work together to create a single unit. Their combination forms something new, larger and more representative of all the parts of you.

Next, brainstorm and write down the names of any professions, jobs, or educational paths you can think of that combine your Interests and your Foundation. Use the example on page 16 to help you. However you can, imagine how you can combine all three of the circles to create the best possible fi t for you. You can work with a partner or check out bigfuture.collegeboard.org/majors-careers if you need more ideas.

Of the potential careers you thought of, which one would you look forward to exploring most?

What did you discover by combining your Interests and Foundation and creating your own Road map?

Teach the TextAfter reading the instructions for the activity out loud, complete at least one or two Road map examples together as a class to check comprehension. Really encourage the students to think creatively about educational and career paths that can combine multiple Interests and Foundations.

Monitor ComprehensionMonitor the students’ comprehension by having students share their Road maps in class. Ask students to explain how combining their Interests and Foundation will lead them in the right direction.

✔ explain how a Road map for life works and why it is useful to have.

✔ name at least one or two educational or career paths that combine their Interests and Foundation.

✔ understand how having a Road map can keep their educations on track.


CORE ALIGNED STANDARDS

College Board StandardsR1 Comprehension of Words, Sentences, and Components of TextsW2 Generating ContentL3 Listening for Diverse Purposes* M2 Student understands, interprets, analyzes, and evaluates media

communication

21st Century Think Creatively (LI.CT.1)Communicate Clearly (LI.CC.1)Be Self-Directed Learners (LC.IS.3)Make Judgements and Decisions (LI.CT.3)*

ASCAA.1 Responsibility to StudentsA.10 Technology

Extensions

Have the students watch one or more interviews with Leaders from the Interview Archive at roadtripnation.com/explore. After hearing the Leaders’ stories, have students work in groups to create the Road maps that these Leaders might have created for themselves in high school. What were they interested in? What was their Foundation? Where did they think it would take them?

Extensions

Have the students watch one or more


WHO Am I?

UNIT 1 LESSON 3 17

16

When we fi rst introduced the concept of defi ning your own Road, we talked about how important it is to have a Road map — something to help you get from Point A to Point B. While you may take a lot of detours, a Road map will help you get back on track and reach your fi nal destination. When you defi ne your own Road, that destination becomes more meaningful because it is built upon the Interests and Foundation that matter to you.

Creating your own Road map in the Roadtrip Nation sense is not about taking the shortest route possible. It doesn’t even look like any map you have ever seen. It is about discovering as much information as you can about yourself and where you want to go. You have to begin with your Set Point, then add your Interests and

Lesson 3:

The Road Mapinclude your Foundation. When you combine these elements and see them as a whole, you are creating a solid base of knowledge about who you are. Having that information at your fi ngertips will make it much easier to make decisions that refl ect what matters to you most.

Take a look at the Road map below. Just like you, many of our Leaders have multiple interests — they didn’t want to choose just one Road, so they combined their Interests together, along with their Foundation, and built a life they really love. Homaro Cantu is an inventor and loves science, but he also wanted to work with food. Now he’s created an innovative restaurant (where there are edible menus!) built around his inventions and his love for solving problems.

“As long as you’re passionate and you can fi nd your creative niche, there’s nothing that you can’t achieve.”

Homaro CantuChef/InventorMoto Restaurant

”

t

roadtripnation.com/leader/homaro-cantu

17

Now it’s your turn to create your own Road map! Fill in the circles in the area below with your two main Interests from page 8 and your Foundation from page 13. Notice that they can exist on their own, but they also work together to create a single unit. Their combination forms something new, larger and more representative of all the parts of you.

Next, brainstorm and write down the names of any professions, jobs, or educational paths you can think of that combine your Interests and your Foundation. Use the example on page 16 to help you. However you can, imagine how you can combine all three of the circles to create the best possible fi t for you. You can work with a partner or check out bigfuture.collegeboard.org/majors-careers if you need more ideas.

Of the potential careers you thought of, which one would you look forward to exploring most?

What did you discover by combining your Interests and Foundation and creating your own Road map?

WORK ZONE

Teach the Text cont...Read the text out loud as a class. If possible, offer the students an opportunity to go online during class time and watch episodes of Roadtrip Nation at roadtripnation.com/watch.

Monitor ComprehensionAsk students to explain how the Road map they created in the activity is similar to the process of the journey young people take in the Green RV as they travel across the country. Ask students:

• If you could choose any Leader to interview, who would it be, and why?

• What questions would you want to ask that Leader about their Road in life?

• Why is self-discovery an important process to begin before you apply for college?

Read the directions for the Work Zone (the activity on page 18) and then complete the activity.


English Language Learners Have students highlight or underline any words or phrases that are unfamiliar to them and discuss those words as a class.

First Generation Students Ask students to explain why it can be helpful to listen to the advice of people who have more life experience. Why do they also need to listen to themselves?

Proficient learners Have students work independently to watch episodes of Roadtrip Nation or explore the Roadtrip Nation Interview Archive. Have them search for Leaders that might fall within the overlapping circles of the Road map they created in the previous activity.

Struggling learners Pair students with more proficient learners and have them watch interview clips online together. Have them explain to their partner what they learned from each Leader they choose to watch. They can then share their responses with the rest of the class.

Proficient learners


18 EDUCATOR GUIDE

Teach the Text


Teach the Text Teach the Text


18

Watch Roadtrip NationOnlineThe activity on the previous page was a basic Road map to get you thinking about how to get where you want to go. However, a hand-drawn map of a place you’ve never been before might still leave you a little unsure about the direction in which you’re headed. It might help clear things up if you could fi nd people who have been there before you, like Leaders with similar Interests and Foundations who have successfully defi ned their own Roads in life. Leaders can share their insights about what to look for and how to prepare yourself for your future. Their experiences might inspire you to dream bigger for yourself.

There have been many young people who have hit the Road with Roadtrip Nation, traveled across the country in a Green RV, and have collected stories of how Leaders have created their own life Road map. To hear Leaders’ stories about how they made decisions, go to roadtripnation.com/watch. Here you will fi nd the current season’s episodes of Roadtrip Nation, as well as an archive of past episodes. Go online and fi nd Leaders, stories and inspiration which relate specifi cally to your personal Interests and Foundation.

The Roadtrip Nation Interview ArchiveMany Leaders have been featured in episodes of Roadtrip Nation, but there are still hundreds of Leaders to explore in the Roadtrip Nation Interview Archive. There, Leaders share thoughts about their Interests and Foundations, as well as their educational and professional experiences. Each has a unique perspective on staying true to their own path, even when it was diffi cult. You can visit roadtripnation.com/explore and watch clips with Leaders from all walks of life who align with your Interests and Foundation, and who can give you insight and advice as you begin the college planning process.

As time passes and you fi nd new Interests, or if you decide you want to build on a new Foundation, you can always recreate your own Road map. Defi ning your own Road is all about making your own decisions about what is right for you.

Do an Internet search of Dr. Jim Yong Kim’s life story. What different things has he done in his career to get him to where he is today?

“At some point in your life, you have spent all of your heart and soul following the kind of activity about which you are absolutely passionate. One of the great privileges

we have is the opportunity to follow our dreams.”

Dr. Jim Yong KimPhysicianPartners in Health

roadtripnation.com/leader/jim-yong-kim

To learn more about the Roadtrip Nation story, check us out online in the About tab located at roadtripnation.com. Here you will find out more about our Movement, watch interviews with Leaders featured in our Interview Archive, and learn about other ways to get involved.

19

Watch an online episode of Roadtrip Nation, paying close attention to the Leaders’ stories. Then, fi ll in the graphics below. You can always search the Roadtrip Nation Interview Archive to watch other Leaders share insights about their Roads in life.

Extensions

Watch a full episode of Roadtrip Nation online together as a class at roadtripnation.com/watch. Using a map—or individual maps—of the United States, have students plan a route they’d like to take if they were to travel on the Green RV. Have them draw their route and include stops they’d like to make. Then, encourage students to research Leaders along their route they’d like to interview and identify reasons they’d like to talk to that individual. Display individual maps in the classroom.

Extensions

Watch a full episode of


✔ access and identify Leaders’ stories from the Roadtrip Nation Interview Archive that align with their current Interests and Foundation.

✔ know that their Interests and Foundation may change and they can create a new Road map at any time.

✔ glean wisdom from a Leader’s interview that they can apply to their own lives.


WHO Am I?

UNIT 1 LESSON 3 19

18

Watch Roadtrip NationOnlineThe activity on the previous page was a basic Road map to get you thinking about how to get where you want to go. However, a hand-drawn map of a place you’ve never been before might still leave you a little unsure about the direction in which you’re headed. It might help clear things up if you could fi nd people who have been there before you, like Leaders with similar Interests and Foundations who have successfully defi ned their own Roads in life. Leaders can share their insights about what to look for and how to prepare yourself for your future. Their experiences might inspire you to dream bigger for yourself.

There have been many young people who have hit the Road with Roadtrip Nation, traveled across the country in a Green RV, and have collected stories of how Leaders have created their own life Road map. To hear Leaders’ stories about how they made decisions, go to roadtripnation.com/watch. Here you will fi nd the current season’s episodes of Roadtrip Nation, as well as an archive of past episodes. Go online and fi nd Leaders, stories and inspiration which relate specifi cally to your personal Interests and Foundation.

The Roadtrip Nation Interview ArchiveMany Leaders have been featured in episodes of Roadtrip Nation, but there are still hundreds of Leaders to explore in the Roadtrip Nation Interview Archive. There, Leaders share thoughts about their Interests and Foundations, as well as their educational and professional experiences. Each has a unique perspective on staying true to their own path, even when it was diffi cult. You can visit roadtripnation.com/explore and watch clips with Leaders from all walks of life who align with your Interests and Foundation, and who can give you insight and advice as you begin the college planning process.

As time passes and you fi nd new Interests, or if you decide you want to build on a new Foundation, you can always recreate your own Road map. Defi ning your own Road is all about making your own decisions about what is right for you.

Do an Internet search of Dr. Jim Yong Kim’s life story. What different things has he done in his career to get him to where he is today?

“At some point in your life, you have spent all of your heart and soul following the kind of activity about which you are absolutely passionate. One of the great privileges

we have is the opportunity to follow our dreams.”

Dr. Jim Yong KimPhysicianPartners in Health

roadtripnation.com/leader/jim-yong-kim

To learn more about the Roadtrip Nation story, check us out online in the About tab located at roadtripnation.com. Here you will find out more about our Movement, watch interviews with Leaders featured in our Interview Archive, and learn about other ways to get involved.

19

Watch an online episode of Roadtrip Nation, paying close attention to the Leaders’ stories. Then, fi ll in the graphics below. You can always search the Roadtrip Nation Interview Archive to watch other Leaders share insights about their Roads in life.

Introduce ActivityHave students answer questions individually and then talk about their answers with the class. Read the last paragraph out loud together. Ask students to offer their thoughts on who they are now and who they want to be in the future. Do they feel more confident about who they are and what they want to study? How does college fit into that plan?

Portfolio

OpportunityBy using their answers to the questions on this page, students can write reflective essays about how their own Roads and college planning can align. They can use these essays and portfolios as a method of brainstorming when it comes time to write their college application personal statements.

Planning AheadUsing the chart below as a guide, ask students to complete their own “If…Then…So” statements. Some students may need extra help with this.

Portfolio Opportunity Opportunity

By using their answers to the questions Opportunity Opportunity Opportunity Opportunity Opportunity Opportunity Opportunity Opportunity Opportunity

Section 1 WRAP-UPOBJECTIVE

Synthesize unit content by • reflecting on self-discovery and how it applies to future plans for college.

I am not sure what decision to make about my future,

I can begin to identify what I love and what matters most to me,

I will lead a life that is meaningful and true to who I am and what I believe in.

IF... THEN... SO...

WHOWHOWHOAm I?Am I?

2020

Take a few minutes to reflect on what you have learned in Unit 1. If you need to, refer back to the previous activities as you respond to the following questions:

Understanding who you are and defining your own Road in life is a continuous process. While you start at your Set Point, the journey really begins when you identify your Interests and understand what it is that you truly enjoy about them. It continues as you recognize your Foundation and discover who you are at your core. Combining your Interests with your Foundation allows you to focus on an educational path that will be meaningful and satisfying. As you grow and gain more life experiences, this process will evolve. The better acquainted you are with yourself, the more your Road will reflect who you want to be.

Wrap Up: Who Am I?

As you make your way through the rest of this workbook, continue to refl ect on your Interests and Foundation and what makes you you. Your teachers, counselors and parents are a great resource to start the conversation. The more often you take the time to consider who you are and what you want for yourself, the more genuine your Road to (and through) college will be. The more genuine your path, the more confi dent you will feel that you are doing what you’re meant to be doing and living a life defi ned by you.

After completing these lessons, what decisions are you able to make about high school or college?

Looking back at what you wrote about your Set Point on page 7, how have you changed over the course of these lessons? Update your Set Point on these next few lines.

Which lesson provided a better understanding of yourself and what you want? (Interests, Foundation, Road map) Explain.

Based on what you’ve learned, name one concrete step you will take at this point to achieve a goal as it relates to your education.

Let’s be Social!facebook.com/RoadtripNationtwitter.com/RoadtripNation youtube.com/roadtripnationfl ickr.com/roadtripnation


Preview Section 2Ask students the following questions to provoke an exploration of the content in this section:

• When would you ask a question like the one in the title? (on a trip)

• What two positions might you have to know in order to answer this question? (where you are starting and where you want to go)

• Where are you now and where will you be in the future? (high school, college/job)

Draw two columns of boxes on the board. Label the boxes on the left as “Cause” and the boxes on the right as “Effect.” Draw arrows that point from the “Cause” boxes to the “Effect” boxes. Create as many boxes as needed during your discussion.

Ask students to think about actions they have taken in their lives and what effects those actions had. List some examples that students provide. Then list some things students would like to do in the future, as well as the possible effects those actions might have. Students can describe trips they have planned and taken, goals they have set for themselves or accomplishments that they set out to achieve. Allow any suggestions that illustrate how students moved from one step or part of a plan to another. Explain that Section 2 will explore similar causes and effects that students may encounter as they explore college opportunities.

2Section





21

Am I Going?

WHEREWHEREAm I Going?Am I Going?

Now you have an idea of what you might want to do in high school and beyond. How can going to college help make your dreams a reality? In Section 2, you will discover the tools you need to set goals for yourself, explore them and consider what they mean for your future.

Now you have an idea of what you mightwant to do in high

2Section


Am I Going?


SECTION 2 21

EG Section Opener HS1.indd Sec1:21EG Section Opener HS1.indd Sec1:21 3/29/10 4:51:21 PM3/29/10 4:51:21 PM

UNITUNIT222


ENDURING UNDERSTANDING: A direct connection exists between higher education and career choices.

The Road to Your FutureUNIT OBJECTIVES

Students review the value of higher education (both intellectual and financial) and learn that college is possible for everyone; relate high school to college aspirations; understand the importance of goal setting and rigorous academic choices; consider pursuing courses like AP®.

LESSON 1

The Pathway from College to a Career: Students learn how to begin researching careers. They learn that they may change careers many times during their lives, and flexibility and lifelong learning are key. They learn they live in a global economy. They learn that there is a direct connection between higher education and careers.

• Students need to understand how important it is to aspire to college, and why it is in their best interest to start researching careers and colleges. Through the activities in this unit, encourage your students to explore the types of academic opportunities available to them after high school, and to focus on a few career “dreams” that they would like to pursue, based on their beliefs, interests and talents.

• Although many students have heard the word college or university, many still do not fully understand that there are many types, sizes and locations of colleges that they can attend, or that a college education is likely to be necessary to attain their potential career choices. They need to appreciate the value of a college education and that making this investment in their future is the best path to their personal growth and career success.

• It’s important to help the students see the links from high school to college, and from college to a career. Give them the opportunity to equate the different levels of education and degree options to the potential lifetime earnings based on each level. Your students need to become aware that they are part of a “global” economy, and that obtaining good communication skills, collaborative skills and an understanding of different cultures is important.

22A EDUCATOR GUIDE

CB_EG_HS1_Unit2_Backgrounder.indd 22ACB_EG_HS1_Unit2_Backgrounder.indd 22A 3/29/10 4:18:08 PM3/29/10 4:18:08 PM

Engaging FamiliesFamilies can begin a discussion of career planning from possible choices. Point out facts about the global economy as a way to help prepare students for finding a financial incentive to attend college. An emphasis on preparation for the future as well as the payback of better opportunities should be a part of any parent/student dialogue.


Pages 27, 30, 34–35, 36

EngFamildiscufrom out faeconoprepafinancollegprepawell aoppoof any

P

LESSON 2

Setting Goals for Your Future: Students formulate some long-term goals, and explore what kinds of education they might need to attain those goals. They also formulate some short-term goals that can lead to long-term success. Students explore possible careers, with a view to having a “long list” of careers of interest.

• If your students have participated in the Roadtrip Nation experience of self-exploration in Unit 1, they are now ready to begin linking their individual goals, aspirations and personal interests to colleges that can prepare them for potential careers.

• Become familiar with the way students view themselves and what they aspire to in the future. Assist them to translate those interests, beliefs and aspirations into a list of potential careers. At first, your students may not be able to answer these questions: What careers do I know about? How can college help me in life? If it is difficult for them to see the connection between college and careers, have them explore what possible career choices their interests can lead to, and then what levels of education those careers require.

LESSON 3

Is College Worth It? Students investigate the benefits of going to college, both economic and personal. They learn why it is worthwhile to spend two or more years in college, delaying entry into the workforce. They learn what it means to be a lifelong learner, and why it is important in today’s economy.

• Every year of education after high school increases average earnings over a lifetime.

• Your students need to understand the concept that “the more you know, the better.” They need to be aware that these decisions will be made with the assistance and support of family, teachers and counselors in addition to other people in their growing network—such as coaches, bosses, mentors and friends.

LESSON 4

Anyone Can Go to College: Students learn that those who go to college aren’t just straight-A students, not just wealthy students or great athletes, but rather students with all kinds of academic records, backgrounds, incomes and interests.

• Colleges assess students seeking admission holistically—primarily by their academic record, but also by other factors. Perhaps a student plays an instrument, or shows a commitment to working in the community. Colleges seek a varied student body, and a variety of life experiences, skills or activities can translate into college admission. Given the wide variety of colleges, ranging from the local community college to the large universities, it is not an overstatement to say there is a college for every student who is academically prepared for it.

PO

s 27, 30,Page


CB_EG_HS1_Unit2_Backgrounder.indd 22BCB_EG_HS1_Unit2_Backgrounder.indd 22B 3/29/10 4:18:10 PM3/29/10 4:18:10 PM

UNIT OBJECTIVES

Review the value of higher •

education and learn that college


Relate high school to college •

aspirations.

Value the importance of goal •

setting and rigorous academic

choices.

Consider pursuing honors or •

AP courses.










LO

OK

ING

BA

CK

UNIT OBJECTIVES

Review the value of higher•

education and learn that co


Relate high school to colleg•

aspirations.

Value the importance of go•

setting and rigorous acade

choices.

Consider pursuing honors o•

AP courses.


22 EDUCATOR GUIDE

UNITUNITUNIT

T OBJE

22222222222222 UNIT OPENER


22 UNIT 2



UNITUNIT222







2UNIT 22


CB_EG_HS1_Unit2_UnitOpener.indd 22CB_EG_HS1_Unit2_UnitOpener.indd 22 3/29/10 4:21:24 PM3/29/10 4:21:24 PM


the activity.



Proficient learners


Lesson Resources



WHERE Am I Going?


UNIT22



VOICE OF EXPERIENCE




VO2UNITUU TTTUUUUNNNNIIITTTTUNIT 222

WORK ZONE





WORK ZONE

EQ 1

EQ 2

EQ 3

ESSENTIAL QUESTIONS

What careers do I know

about?

Should I keep learning after

high school?

How could college help me

in life?

Preview the TextAsk a volunteer to read the title of the lesson and then have volunteers go to the board with chalk. Say: What does a pathway look like? Draw a pathway through a forest or through “life.” Point out that pathways are not always drawn using straight lines. Have students discuss why pathways are not always straight.

DISCUSS WORDS FOR SUCCESS

Have students read the entry definitions and define the terms in their own words. To help students see the connection, have them use global economy, career and major in the same sentences.


the activity.

Proficient learnersHave students expand the lists in the chart by writing more than one skill for each class or activity. Encourage students to break down the tasks they perform while learning or working at jobs or hobbies.

Struggling learners Walk through a sample Class/Activity selection process with students or groups. Allow students to suggest things they do and then ask defining questions to isolate experiences that involve mastering skills or beginning any process of learning. Students can practice this technique within groups to help each other define skills and activities.

Proficient learners


24 EDUCATOR GUIDE

UNITUNITUNIT LESSON 1

SENTIA

LE2 L2222222222222

WORK ZONE

24 UNIT 2 Lesson 1

Class/Activity Skills Developed Class/Activity Skills Develop

UNITUNITUNIT 222 LESSON 1

Think about four classes or activities in which you do well and the skills you develop in these classes or activities. How might your skills lead you to become a better student or person?

Competing in a Global Economy

You have probably heard a great deal of talk about the world getting smaller and smaller. People all over the world are connected in ways no one ever thought would be possible. In today’s world, you will have to increase your knowledge and skills regularly in order to compete. A high school education is no longer enough to help you get a good job in a global economy in which workers must have more skill and fl exibility. Having a plan to further develop your knowledge and skills aft er high school will help prepare you to live the life you choose.

Why a Career Makes a Difference

In the 21st century, the United States has moved away from manufacturing things to producing knowledge. Workers can no longer depend on having one job and one set of skills for their entire working life. Working in today’s world requires you to have many varied skills. Th ese skills are similar to the ones that you are developing in school. Th e ability to think through and solve a complex problem, communicate eff ectively, and use technology to do research or complete a given task are some of the same skills you’ll need when you begin working in your chosen career. What is the diff erence between a job and a career? A job is the work you are doing at the moment. It


global economy the world economic system that ties all nations of the world together

career a fi eld of work that requires special education, training or experience

WORDS FOR SUCCESS

Part-time job Saving $$English Language Arts Writing better

CB_SE_HS1_Unit2_Lesson1.indd Sec1:24 3/5/10 7:25:57 PM CB_SE_HS1_Unit2_Lesson1.indd Sec1:25 3/5/10 7:26:04 PM

CB_EG_HS1_Unit2_Lesson1.indd 24CB_EG_HS1_Unit2_Lesson1.indd 24 3/29/10 4:18:33 PM3/29/10 4:18:33 PM

Teach the TextReview the headings with students and have pairs take turns reading each section and discussing their reaction to each major idea presented. Students should focus on definitions of broader concepts, such as career and economy, to explore the issues being presented.

Optional Approach Students can expand on the depictions of pathways used in Preview the Text by discussing how careers sometimes involve moving to new locations.


Say: I know that global economy means that job opportunities exist all over the world, but how does this affect the average worker in the United States? Will I have to move to another country to get a job? Have students consider how training and higher education after high school puts them in a position to make changes as the needs of different economies change. Living in a global economy doesn’t necessarily mean moving to a foreign country as much as it means being flexible.

✔ ✔ explain how living in a global

economy could affect them.

✔ ✔ explain how higher

education may help provide

better opportunities in a

global economy.

✔ ✔ cite ways that volunteering

and employment can help

them research careers.

Students should be able to: CORE ALIGNED STANDARDS CORE ALIGNED STANDARDS


W2 Generating Content CRW3 Drafting AS2 Speaking in Interpersonal Contexts*

21st Century

Be Self-directed Learners (LC.IS.3)Make Judgments and Decisions (LI.CT.3)*Reason Effectively (LI.CT.1)*Communicate Clearly (LI.CT.4)*

WHERE Am I Going?

UNIT 2 LESSON 1 25

UNIT 2


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?


Class/Activity Skills to Develop Class/Activity Skills to Develop

Think of four classes or activities in which you do not do well. What skills do you need to develop to do well in the classes or activities? Why are these skills important?

can just be a way to earn money, and may or may not be something you enjoy doing. A career, on the other hand, is something you want to do for the long term because you fi nd it meaningful and fulfi lling. It’s rare for a career to consist of a single job. Usually a career is a series of jobs that build upon each other as your knowledge, skills and achievements increase. You may have more than one career—most people do. Each can provide a sense of personal happiness and satisfaction.

Discovering Your Career Path

Identifying your interests is one of the fi rst steps in choosing a career. Ask yourself what you really like to do; uncover what makes you feel happy and satisfi ed. Look at the classes you do well in, and decide whether they have any connections to college majors and careers.In your search to understand your strengths and interests, talk to family members and older friends. Ask them questions about their work experiences and careers to help you explore something you might like to do for a living.

Don’t stop at just your family and friends. Talk to school counselors, teachers, administrators and local professionals. Th ese people have worthwhile college and career experience to share. Perhaps one of these professionals could serve as a mentor, or guide, during your college and career exploration.Aft er you identify your existing interests and skills, serving as a volunteer is an excellent way to develop them. Volunteering for a cause you care about can give you an opportunity to explore various career interests in preparation for college and work. Consider local charities, nonprofi t organizations, schools, businesses and hospitals as places for strengthening your skills and developing your understanding of diff erent professions.

major subject area a student specializes in while in college

g y gWORK ZONEGo to the



WORK ZONE

Teach the Text cont...Monitor Comprehension• Ask students how a college degree

will help them to pay back the costs of college.

• Remind students that entry-level courses will help them to decide what type of major interests them.

• Refer back to the skill sets that the students defined in the previous Work Zone activity. Note that similar skill sets will be developed as they complete varied course work in college.


the activity.

English Language LearnersSome students may confuse the terms college and career by relating to them as being the same goals. Point out that while you often start on a career path during college, your career is not just what you learn in college.


Encourage students to discuss the process that goes into selecting a major. Note that students can explore potential majors by studying a wide variety of subjects in order to determine what interests them.

21st Century

Manage goals and tim• independently • Be seCommunicate with othand evaluate informatmanage information

WHave stud

Proficient learners

Students should try to identify the links between people they respect and their interests. Students can discover how learning about people they admire can provide direction for developing their interests and skills.

Struggling learners Have students work with the graphic organizer starting with the edges and working to the central concepts or pads. Allow students to write anything they do during their day in the outer bubbles. After students have written down their activities, help them to analyze the necessary skills or talents required for each activity.


y

Proficient learners



26 EDUCATOR GUIDE

UNITUNITUNIT LESSON 1 cont...LESSON 1 cont...

Manage goals and timindependently • Be seCommunicate with othand evaluate informatmanage information

21st Century

•

26 UNIT 2 Lesson 1

What Is the Connection

Between College and a Career?

A college education is one of the biggest investments a person can make for the future. But it is an investment that will pay you back as soon as you begin your career. Studies have shown that college graduates are less likely to be unemployed compared to those with only a high school education. In addition, a college graduate can over a lifetime expect to earn 60 percent more than a high school graduate. College provides students with a course of study that develops both general and specifi c skills. Th e skills can be applied to a variety of careers. A college education increases a student’s understanding and appreciation for literature, the arts and politics. As a result, most college graduates look back on their college experience as challenging, rewarding and fun.

Selecting a Major that Fits

A college major is the subject area students focus on while in college. Some examples of college majors are business, English, math, computer science, art history and engineering. Th e wide variety of courses in college may leave you wondering if you will ever be able to decide on a major. You will have plenty of opportunities to decide on the courses that interest you. In fact, you usually have at least two years of general education courses in subjects such as history, English and science before you have to decide or “declare” your major. During this period of general study, you will take courses that interest and challenge you in diff erent ways. Th is will allow you to make a better decision when it’s time to choose the major that best suits you.

WORK ZONEIn the web below, list some of your talents, skills or interests. Then list people you respect who use those talents, skills or hobbies in their careers.

Talents My Interests

Skills

People You Respect


h th T

LELE2 LL2222222222222

CB_EG_HS1_Unit2_Lesson1.indd 26CB_EG_HS1_Unit2_Lesson1.indd 26 4/7/10 11:33:53 AM4/7/10 11:33:53 AM

Extensions

In small groups, have students discuss potential college majors that they don’t know much about, such as mathematics, medicine, astronomy or geology. Different members of the groups should try to consider what it is about these majors that someone else would like. Encourage students to think about possible majors that they may never really have considered before, as well as to become acquainted with potential majors they may not know.

Extensions

In small groups, have students discuss


✔ understand that college is an investment they can pay back over time.

✔ discuss how they can research a major course of study to complete.

✔ explain how various skills or interests could lead them to different majors.


21st Century

Manage goals and time • Work • independently • Be self-directed • Communicate with others • Access and evaluate information • Use and manage information

WHERE Am I Going?

UNIT 2 LESSON 1 27

Manage goals and time • Work independently • Be self-directed • Communicate with others • Access and evaluate information • Use and manage information

26 UNIT 2 Lesson 1

What Is the Connection

Between College and a Career?

A college education is one of the biggest investments a person can make for the future. But it is an investment that will pay you back as soon as you begin your career. Studies have shown that college graduates are less likely to be unemployed compared to those with only a high school education. In addition, a college graduate can over a lifetime expect to earn 60 percent more than a high school graduate. College provides students with a course of study that develops both general and speci� c skills. � e skills can be applied to a variety of careers. A college education increases a student’s understanding and appreciation for literature, the arts and politics. As a result, most college graduates look back on their college experience as challenging, rewarding and fun.

Selecting a Major that Fits

A college major is the subject area students focus on while in college. Some examples of college majors are business, English, math, computer science, art history and engineering. � e wide variety of courses in college may leave you wondering if you will ever be able to decide on a major. You will have plenty of opportunities to decide on the courses that interest you. In fact, you usually have at least two years of general education courses in subjects such as history, English and science before you have to decide or “declare” your major. During this period of general study, you will take courses that interest and challenge you in di� erent ways. � is will allow you to make a better decision when it’s time to choose the major that best suits you.

WORK ZONEIn the web below, list some of your talents, skills or interests. Then list people you respect who use those talents, skills or hobbies in their careers.

Talents My Interests

Skills

People You Respect


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?


Habits of Success� ere is no right or wrong way to begin exploring possible colleges and careers. Whether you volunteer, � nd someone who gives great advice, or discuss the topic with family and friends, you should remain � exible and open in your journey toward a major and a career that will best suit you. Be careful if friends and family members pressure you to select only a major that leads to a certain career if you have your heart set on something else. In fact, when deciding your major, try to focus on identifying your skills and interests rather than only concentrating on selecting a major or a career path. Many of the skills that you will develop in college may actually apply to many � elds. For example, English and math majors develop reasoning and problem-solving skills that may be useful in politics, law and education, just to name a few professions. � e point is to keep your focus on developing an impressive set of skills rather than thinking only about one or two majors or careers.

WORK ZONEGo to the

What Major or Career Interests Me

Write one or two paragraphs about why a specifi c major or career interests you. Use specifi c details from the prior Work Zone in your response.


WORK ZONE

EQ 1

EQ 2

EQ 3

ESSENTIAL QUESTIONS

What are my short-term

goals?

What are my long-term

goals?

How does education affect

my long-term goals?

Preview the TextWithout skimming or reading the sections, have volunteers predict what each title or heading will cover.

Say: What does it mean to “set” a goal? How much can you change a goal without accomplishing it? What’s the difference between a “dream” career and just a career? Have students record their predictions as they talk.


Explain that undergraduate degree, Advanced Placement Program®, and honors classes each describe a program of study that students may take part in sometime in the future. Students can locate the Words for Success in the text and use them in sentences that demonstrate their proper use.


the activity.

Proficient learnersStudents should also include activities or classes they may like to add to their schedules. They should not only be assessing what they are doing now but also things they could be doing in the future.

Struggling learners If students have problems coming up with activities that relate to long-term goals, encourage them to consider activities others are doing and how these activities could relate to both short- and long-term goals. Students could write possible goals related to these activities.

Proficient learners


28 EDUCATOR GUIDE


WORK ZONE

28 UNIT 2 Lesson 2


Evaluating how your long-term goals fi t into your life today means looking at what you’re doing and reviewing those activities. How do your current activities or classes refl ect your long-term goals?

What Are Long-Term Goals?

Long-term goals are accomplishments you hope to achieve fi ve or ten, or maybe more years into the future. What kind of career do you hope to pursue? Where do you want to live? You may not have defi nite answers to these questions, and you may change your mind as time passes. Nevertheless, setting long-term goals can help you plan for your future by giving you targets to aim for.

Earning a College Degree

One important long-term goal is to earn an undergraduate degree. Th ere are two types of undergraduate degrees, associate and bachelor’s degrees. Associate degrees can usually be fi nished in two years, while bachelor’s degrees usually take between four to fi ve years of college to complete. Having an idea of what kind of career you would

like to pursue can help you decide what type of degree to aim for.A more immediate goal would be to enroll in Advanced Placement Program® (AP®) or honors courses in high school. Challenging yourself with rigorous course work will give you confi dence to take on the challenges of college. You also need to consider the classes that are requirements for entering college. For instance, many colleges require a certain number of foreign language classes, and they also require a number of science courses with labs.Success in college is a long-term goal that starts with success in high school. In college you’ll have to fulfi ll core course requirements. Th ese are the basic English, math, social studies and science classes that all students must take for most college


Activity or Class How is this important for my future?

1. playing in the band 1. possible major in music in college

WORDS FOR SUCCESS

undergraduate degree either an associate or bachelor’s degree

Advanced Placement Program (AP) an academic program in which high school students have the opportunity to study and learn at the college level


SENTIA

LE2 L2222222222222


Teach the TextExplain to students that they will be learning about types of degrees that they may earn in college. Discuss short-term and long-term goals and how college degrees and classes taken in high school are related to goal setting. Have volunteers offer explanations of the values of setting goals in both school and in life.

Optional Approach Have students discuss how AP and honors classes might differ from regular courses.


Say: In order to set a goal, you have to know what is expected in the future as you attempt to achieve that goal. How can honors or Advanced Placement classes help you define your goals? Try to keep students focused on the idea that gaining knowledge is not just studying or memorizing facts. It also involves complex thinking and planning. Note that as you achieve short-term goals, your long-term goals can be refocused.

✔ ✔ define some short - and long-

term goals.

✔ ✔ discuss how some classes in

high school prepare them for

college.

✔ ✔ appreciate how satisfaction

in a career and life can come

from meeting goals you set.



W2 Generating Content CRW3 Drafting CR

21st Century

Be Self-directed Learners (LC.IS.3)Manage Goals and Time (LC.IS.1)Communicate Clearly (LI.CC.1) Making Judgments and Decisions (LI.CT.3)*

WHERE Am I Going?UNIT 2


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Setting Goals for Your Future 29

majors. Working hard in the same classes in high school will help you complete your long-term goal of success in college.

Having Your Dream Career

Aft er high school, you’ll have many years in the working world. Being happy at work will be incredibly important. A job should be more than simply getting a paycheck; it should be enjoying what you do and having a sense of satisfaction in your work.Use your school library or the Internet to research careers that might appeal to you. Talk to your librarian, teachers and school counselor about possible careers. Keep in mind that some careers change rapidly as technology advances. Also, the demand for workers who can speak more than one language continues to grow in the United States. You should keep all of these things in mind as you plan for your long-term goals.You might change your mind about your chosen career, both before and aft er college, and that’s OK. According to the U.S. Department of Labor, the

average person in the United States changes jobs 10 times in his or her lifetime. Th e more education you have, the more opportunities you’ll have.

Maintaining Success

Other people can provide guidance and help you achieve long-term goals, but you are the only one who can really determine your ultimate success. To complete a college degree, you have to remain motivated by keeping your eyes focused on the future. Keep your priorities straight and learn how to manage the challenge of classes, activities and other commitments. Success is a juggling act for everyone, but you can do it!

Write a paragraph explaining how you plan to achieve your own long-term collegeand career goals. Talk with a teacher, a counselor, a family member or another studentif necessary.

Achieving My Long-Term Goals

WORK ZONEGo to the

honors classes that have a higher level of expectation than regular courses


UNIT 2 LESSON 2 29


WORK ZONE

Teach the Text cont...Monitor Comprehension• Have students cite examples of short-term

goals they have set. The class can also brainstorm goals for accomplishments they know, such as an exercise routine or the steps needed to cook a meal.

• Generate some discussion about how long-term goals are made up of several short-term goals. Remind students that their dream career will be adjusted frequently as different goals are met and set.


the activity.

English Language LearnersHave students review the Having Your Dream Career section on page 29 and discuss the significance of the demand for workers who are bilingual. This section emphasizes the importance of learning English but will also highlight the advantages of speaking more than one language.

First Generation StudentsReview with students the concept of staying focused on the future and how this relates to long-term goals. Students who haven’t experienced college in their families need that focus. Local resources will help them stay on track.

21st Century


Proficient learners

To expand the Work Zone on page 30, students should share information with the class they may have learned from friends and other teachers about the opportunities available in other classes and activities in their school.

Struggling learners To assist students to complete the Work Zone on page 31, allow students to list short-term goals in any order. After students have listed their goals randomly, have partners discuss how to rearrange them in a logical order. Encourage students to use their lists of goals to come up with a related long-term goal.


y

Proficient learners



WHave stud

30 EDUCATOR GUIDE

UNITUNITUNIT LESSON 2 cont...

21st Century

• Manage goals and timindependently • Be seCommunicate with othand evaluate informatmanage information

30 UNIT 2 Lesson 2

Short-Term Goals

Achieving long-term goals of completing college and fi nding a satisfying career will involve setting short-term goals. Th ese are small steps that can be accomplished over a period of several weeks or months rather than actions that will take several years to achieve. However, short-term goals are just as important as long-term goals. Setting and completing short-term goals are what make many people successful in the long run. Th ese small steps are the keys to succeeding and reaching your long-term goals.

Evaluating Where You Are

Setting short-term goals involves evaluating what you know about yourself. Th ink of the skills you’ve already acquired. Of course, you have reading, writing and math skills. All of these will be important in earning a college degree. But you also have other skills that you’ve developed over time. You’ve learned how to relate to other people who may be diff erent from you. Working with others in a team can be an essential skill in today’s world.Th ink about the decisions you make every day and look at each of them as a step toward your long-term goals. What books do you read in your free time? What topics do you write about when you have a choice? Do you volunteer for an organization or

participate in school activities? All of these decisions refl ect who you are as a person.It’s possible to have fun while working toward a long-term goal. You should enjoy whatever you hope to pursue in college, and in life.

Short-Term Academic Goals

Earning a college degree starts in high school by setting and meeting short-term academic goals. First, set a goal for each class you’re taking, such as earning the grade that you really want. Th en study regularly to make it happen. Be sure to complete homework and class projects on time. Use a planner or calendar. Break up large assignments into smaller “chunks” and complete each piece one at a time.You can also consider enrolling in classes that are specially designed to prepare you for college-level classes. Look at several colleges’ requirements for admission and work to make sure your grades will be high enough for you to be admitted. Maintain your focus every day, and you’ll be thrilled by how much you can accomplish!

Reality Check

Accomplishing your goals is not a race. Everyone has his or her own pace. You don’t have to keep up with your best friend or anyone else in your class.

WORK ZONEComplete a checklist of activities and classes available in your school. Then explain whether participation in these activities or classes will be part of your short-term goals and why. Fill in the blank spaces with classes and activities that are not listed.

Class/activity What’s available?Is this one of my

short-term goals? Why?

drawing, interior design, sculpture

Yes—short-term goal will help in my plan to become a graphic artist

Art


S TAY ON TR ACK


h th T

LE2 L2222222222222


Extensions

Have students conduct a self-examination of past short- and long-term goals they have had in their lives for various endeavors. Partners can brainstorm if necessary to think of accomplishments they have made in their lives. They should concentrate on things they did to achieve something. They may not have set goals, but by thinking back they will realize how every accomplishment is done in stages. Examples could include learning how to ride a bike, learning how to play an instrument or deciding to wake up earlier in the morning. Students should write a few paragraphs to explain any process of goal setting they might have used in the past.

Ex

Have stude

✔ ✔ define and set some short-term

goals.

✔ ✔ realize how setting goals can

lead to long-term success.

✔ ✔ adjust their time commitments

to match their goals.


s and time • Work ly • Be self-directed • e with others • Access information • Use and

rmation

WHERE Am I Going?

UNIT 2 LESSON 2 31


rmation


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Setting Goals for Your Future 31

Know yourself. If you don’t enjoy math, then engineering is probably not a career you’ll enjoy either unless you plan to spend a lot of time working on your math skills. Know your school and your community. If you love acting but your school doesn’t off er a drama class, look for opportunities in your town or at a local community college. If you really want to learn more about something but can’t fi nd any opportunities in your school or community, research ways to learn on the Internet or by speaking with a counselor or teacher.

Stay on Course

Remember every short-term goal is made up of many individual steps that lead to achieving a long-term goal or goals. Th e good thing is that every one of those steps is easy to do! Manage your time and your commitments outside of school. Th ink carefully before becoming involved in an activity or a job that will take up many hours of your time. Set your priorities and then stick to them. Finally, evaluate your goals and set new ones whenever necessary.

Write a brief essay explaining how accomplishing your short-term goals will assist you in achieving one of your long-term goals.

WORK ZONEGo to the

S TAY ON TR ACK S TAY ON TR ACK What short-term goals do you want to set for yourself? List

them below.

Accomplish Short-Term Goals for Long-Term Success



WORK ZONE

EQ 1

EQ 2

EQ 3

ESSENTIAL QUESTIONS

What is meant by “investing

in your future”?

How is education related to

my career?

How does college “pay” in

non-monetary ways?

Preview the TextIntroduce the title to the lesson and engage students with questions that force them to think.

Say: I see the word worth in this title. What does this suggest that the lesson will be about? What things are worthwhile to you? How might spending money to get a college education be worth it? Students may note the chart of income as well as other headings about benefits.


Although no Words for Success appear in this lesson, review terms used in the lesson as well as in the chart. Make sure students recall the definitions of certification as well as the various types of degrees.


the activity.

Proficient learnersEncourage students to find other ways to interpret the statistics from the chart in the same manner the questions do. Allow students to help show each other the methods they used to determine answers.

Struggling learners Make sure that students understand that the chart on page 32 should be used to answer the question on page 33. Have volunteers describe how the headings above the bars of the graph form columns and the salaries shown at the bottom are linked to each type of degree.

Proficient learners


32 EDUCATOR GUIDE


SENTIA

LE2 L2222222222222

WORK ZONE

32 UNIT 2 Lesson 3


Read and analyze the chart on this page to answer the questions on page 33.

The Power of a College Degree

In the past decade, as advances in technology have increased, the number of jobs open to individuals without college degrees has decreased. For many jobs out there today, training beyond high school is a requirement. Many employers today require some type of certifi cation, training experience or degree beyond a high school diploma. As a result, the diff erence between what a high school graduate earns and what someone with some type of certifi cation or college degree earns has also increased.Competition for the best paying jobs has also gone up. Th e candidates with more education or certifi ed training have more opportunities for getting these jobs. A college degree increases your value when you begin your job search aft er graduation. And although the prospect of paying for college may seem out of reach, there are ways to fi nd the money to do so (you will learn more about this in Unit 9). Th ink of your college tuition as an

expense that will pay itself back to you with greater job opportunities in the future. Th e graph below gives you an illustration of why investing in an education that goes beyond high school converts into more earning potential over a lifetime.

Personal Growth and

Expanding Your World

College is not just about increasing your ability to make money. Satisfaction and accomplishment does not always come from money. Th ere’s more to life than that. College is about developing all of the best things about yourself so you can make the most of life. By introducing you to diff erent perspectives and expanding your range of experiences and knowledge, college expands the possibilities of what you can do. College gives you the means to control how your life turns out.College is a time for you to develop and grow as a person and to remove limits on meeting your goals that you might be experiencing right now.

Is College Worth It?

$20,000

$40,000

$60,000

DropoutHS or GED

Two-yearcollege

Four-year college

Graduate or professional school

High School Dropout

High School Diploma

Associate Degree

Bachelor’s Degree

Master’s Degree

Doctorate Degree (Ph.D.)

Average (mean)

weekly income$465 $630 $719 $1,031 $1,140 $1,332

Average (mean)

annual income$24,180 $32,760 $37,388 $53,612 $59,280 $69,264

Source: U.S. Census Bureau, 2007.



Teach the TextHave students circle significant ideas in the text as they read. Compare and contrast between the financial advantages of college graduation as well as the satisfaction and accomplishment that comes with a career you enjoy. Students should also include other benefits that come with lifelong learning and the habits this process fosters.

Optional Approach Have students complete a chart listing what they know about the topic, what they want to find out and what they want to learn. This type of chart is also known as a KWL (Know, Want, Learn) chart.


Say: I see that having more education and some type of certification increases my chances of getting a better paying and more satisfying job. Yet I wonder why increased education costs and spending my time in school will benefit me when I could be working and getting a salary. Help students make the connection that although college or any education beyond high school involves cost and time commitment, over the course of a lifetime there is much to be gained.

✔ ✔ understand the monetary

value of higher education.

✔ ✔ discuss how college provides

an opportunity for personal

growth.

✔ ✔ appreciate how lifelong

learning is necessary in

today’s economy.



R1 Comprehension of Words, Sentences, and Components of TextR4 Using Strategies to Comprehend TextsW2 Generating Content R, CR*

21st Century

Be Self-directed Learners (LC.IS.3)Use Systems of Thinking (LI.CT.2)Reason Effectively (LI.CT.1)Make Judgments and Decisions (LI.CT.3)

WHERE Am I Going?

UNIT 2 LESSON 3 33

UNIT 2


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Is College Worth It? 33

You have the opportunity to meet new people, try new things and see new places. You will take courses in subjects you’ve never heard of. You will experience diff erent ways of thinking and have the opportunity to appreciate cultures diff erent from your own. It is a way to expand the world you know and learn more about who you are, what you want and how to achieve it. A college degree enriches you for a lifetime.

Becoming a Lifelong Learner

You will sometimes hear people talk about lifelong learning. Th at doesn’t mean you go to school forever; it means you don’t stop learning when you leave school. To better understand this concept, just think of all the things you can do today that you could not do as a child. When you started school, you learned how to read, and this skill allowed you to learn a lot about many other things. When you learned how to write, you also began to realize you had ideas and could put these on paper. You learned to express yourself in a range of ways—from research papers to messaging friends. You may have struggled with fractions, but now you’re doing algebra. And you undoubtedly use these skills to learn more about what interests you outside of school, for example music, sports or politics.

Learning All the Time

Learning happens both inside and outside the classroom—at home, while doing part-time jobs, while volunteering or while using technology. Every day you experience things, face challenges, make decisions and come across many new things you have never done, heard or seen. Each of these is an opportunity to learn. Th roughout your life, you will need to continue to explore, try new things and learn new skills. Did you know that many companies today require that their employees return to school regularly to receive special training in order to stay up-to-date in their job skills? Th is is an important form of lifelong learning, and it is what helps people stay up to date in their chosen careers and adapt to change.College provides you with opportunities to develop both learning experiences and learning skills. Going to college or attending some other type of higher education gives you an opportunity to have experiences—both in and out of the classroom—that will help you become a good learner.

Expanding Your World

Earning a college degree involves learning an enormous amount of new information. Th e college experience helps to develop a habit of learning for the rest of your life. Many people

1. In one year, how much more does a person with a four-year college degree earn than a person with a high school diploma?

2. The average person works from the age of 25 to 65. How much money does the average high school graduate make in his or her lifetime?

3. How much money does the average two-year college graduate make in his or her lifetime?

4. How much money does the average four-year college graduate make in his or her lifetime?

5. How much more does a two-year college graduate earn than a high school graduate over the course of his or her lifetime?

$20,852

$1,310,400

$1,495,520

$2,144,480

$185,120



WORK ZONE

Teach the Text cont...Monitor ComprehensionEncourage comprehension and discussion by using a Think Aloud:

Say: When people say they want to be happy in their work, what does that mean exactly? What else would they want beside a good income? Allow students to debate what exactly is the perfect mix of income and enjoyment in the workplace.

• Ask students why they think more qualified workers tend to remain employed in hard economic times.


the activity.

English Language LearnersReview and discuss idiomatic expressions like “payoff,” “lifelong learner,” “enduring legacy” and “personal growth.” Expressions like these can mean different things in different cultures. Help students define them in specific examples.

First Generation StudentsIn order to complete the Stay On Track activity, some students may need help locating a college graduate. Suggest that they talk with their teachers about their college experiences.

21st Century


WHave stud

Proficient learners

Once students have completed the lists with some detail, have them write short stories or scenarios in which they have pursued a career and discovered the answers to the chart’s questions.

Struggling learners Provide students with the basic information to complete the chart. If they have difficulty organizing the information into the columns provided, have them re-title the headings with their own questions.


y

Proficient learners



34 EDUCATOR GUIDE



21st Century

•

34 UNIT 2 Lesson 3

change their minds about a career path—sometimes right aft er graduating from college, or 10 or 20 years aft erward. Th e range of skills you learn in college, and the ability to keep learning, makes it easier to change careers as you move through life.

A Different Kind of Payoff

Most adults spend more of their time working than they do relaxing at home, shopping, vacationing or spending time with their families. Far more time is spent at work than in attending any type of school. Before you know it, you’ll be a working adult. Because you’re going to spend a large part of your life at work, you need to feel fulfi lled and happy in your job. Earning a college degree in an area you fi nd satisfying will help make sure that you enjoy getting up every day and heading to work. As you make decisions about your career, don’t forget that a big salary is nice, but it won’t guarantee feeling satisfi ed at work.

Personal Growth and Improvement

Getting a college degree is a worthy long-term goal that requires eff ort and self-discipline. It’s an accomplishment that will build your self-confi dence. Knowing you’ve dedicated the time to earn a degree also gives you the motivation to try more diffi cult things later in life.Having a college education also makes you a part of a community of lifelong learners. Within this community, there are people involved in world aff airs, such as the latest advances in medicine, aerospace engineering or artistic design. While earning a college degree, you’ll be exposed to the ideas and knowledge of other educated people.

Other Benefi ts of a Degree

A college degree involves learning an enormous amount of new information. Th e college experience helps to develop a habit of learning for the rest of your life. It expands your world and removes many limits you might have experienced otherwise. In addition, as a college-educated professional, you might work in a career that involves traveling all over the world. You might have the opportunity to see some of the world’s most famous places and meet people from diff erent cultures who have very diff erent life experiences.

WORK ZONEWith the sample career descriptions your teacher provides or with information you fi nd on your own, fi ll in the chart below.

Career What’s required?

What more do I want to

know?

Education

Skills needed

Job outlook

Earning potential


S TAY ON TR ACK

Did You Know?


h th T

LE2 L2222222222222


Extensions

Have students expand upon and explore the concept of lifelong learning by having them project into their futures. Have students create lists of future goals to accomplish or learning opportunities that are related to their interests or career goals. For example, if students wanted to pursue a position working in finance, they could list working in a foreign country as a future goal to accomplish and also include all the lifelong learning opportunities that the situation would present.

Ex

Have stude

✔ ✔ understand how higher

education can lead to a

satisfying career.

✔ ✔ appreciate some of the benefits

of higher education.

✔ ✔ understand that the college

experience can help them

become lifelong learners.



rmation

WHERE Am I Going?

UNIT 2 LESSON 3 35


rmation


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Is College Worth It? 35

Traveling to work overseas or attending conferences in other countries exposes you to diff erent thoughts and beliefs. College may give you an opportunity to learn about the world through fi rsthand experiences.

The Enduring Legacy of College

Challenges are a part of life. Sometimes our entire society goes through periods of time when it can be diffi cult to fi nd a job. Companies don’t need as many workers or can’t aff ord to keep everyone on their payroll. Th ey may decide to lay off , or let go of, some of their workers. You might be more likely to remain if you have a college degree.Th e time you spend in college will be like no other period of your life. It is a unique experience where you are immersed in an environment designed to stimulate all of your best qualities and to develop all of your potential. Th e most enduring legacy of college may well be the person you will become: a person able to take advantage of the gift s you were born with and the opportunities you meet.

WORK ZONEGo to the

S TAY ON TR ACK S TAY ON TR ACK Interview a college graduate.

Ask the following questions: What was your major? What is your current career? What is your

current position? What are the greatest benefi ts of your career?

Career What does it tell me? What do I need to fi nd out?

Education

Skills needed

Job outlook

Earning potential

In a week, the average college graduate with a bachelor’s degree

earns twice what a high school graduate earns.




WORK ZONE

EQ 1

ESSENTIAL QUESTIONS


college” mean?




Proficient learners


W




the activity.

36 EDUCATOR GUIDE


SENTIA

LE2 L2222222222222

WORK ZONE

36 UNIT 2 Lesson 4




















Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?

Myth or Fact?



Did You Know?





• Have students underline the questions, issues, myths or ideas in the lesson that they would like to discuss or learn more about.

✔ ✔ realize that all kinds of

students attend college.

✔ ✔ understand that colleges

have diverse populations.

✔ ✔ realize that different financial

arrangements can allow

students to find a college

they can afford.



S2 Speaking in Interpersonal ContextsL3 Listening for Diverse PurposesW2 Generating Content CR*W3 Drafting CR*

21st Century

Reason Effectively (LI.CT.1)Communicate Clearly (LI.CC.1)Solve Problems (LI.CT.4)

Extensions


Ex

Have stude

WHERE Am I Going?

UNIT 2 LESSON 4 37

UNIT 2


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?


You’ll Fit In

Most colleges have students from many diff erent backgrounds. Some will come from other countries, and some may come from your own neighborhood. College is a great place to meet new kinds of people, and the more people you feel comfortable with, the better prepared you’ll be for the world aft er college. And don’t worry if you don’t know yet what career you want or what to study. Th at’s true for most college freshmen. College will expose you to subjects and careers you haven’t thought of before.

You Can Do It

Th ere are times in life when you have to take a little risk, a leap of faith. Going to college may be one of those times. Believe in yourself. Do




More than half of all full-time undergraduates attend colleges with tuition and fees under $10,000. After fi nancial aid, many of those students

pay even less.




UNITUNIT333





LESSON 1






38A EDUCATOR GUIDE




Pages 46–47

PO

es 46–47


PPage

LESSON 1 cont...




LESSON 2













UNIT OBJECTIVES

Know the prerequisites and •

academic sequences necessary

to succeed in rigorous high

school course work and to gain

admission to college.

Understand the impact of •

choices on aspirations.

Know the basics of AP• ® courses

and consider taking them, as

well as the PSAT/NMSQT®.


Rigorous academic classes prepare me for success in college and life.


Think AloudHave students discuss the Enduring Understanding. Point out the reference on page 38 to keeping stress levels down and being motivated to reach goals. Ask volunteers to explain what that means to them, with an emphasis on how hard work and planning now can mean peace of mind later.

In Unit 2,students learned that it is possible for anyone to attend college and that rigorous course work will help students prepare for college.


In Unit 2,studentslearned that it ispossible for anyone to attend college and that rigorous course work will help students prepare for college.


LO

OK

ING

BA

CK

UNIT OBJECTIVES

Know the prerequisites and•

academic sequences necess

to succeed in rigorous high

school course work and to

admission to college.

Understand the impact of •

choices on aspirations.

Know the basics of AP• ® cou

and consider taking them,

well as the PSAT/NMSQT®.


38 EDUCATOR GUIDE

UNITUNITUNIT

T OBJE

333333333333333 UNIT OPENER

Your transition to high school from middle school was probably a bit challenging, just as the transition to college from high school will be. But change is good—it offers you new opportunities to succeed!

Being prepared for the transition can take a lot of stress off your shoulders. Try to take challenging academic courses in high school. This will help you prepare for college. Learn all you can about college and the admission process. You will probably fi nd that this makes you feel more comfortable. Setting goals and defi ning what you want will help keep your stress level down and motivate you to reach your goals.

38 UNIT 3

Your transition to high school from middle school was probably a bit challenging, just as the transition to college from high school will be. But change is good—it offers you new opportunities to succeed!

Being prepared for the transition can take a lot of stress off your shoulders. Try to take challenging academic courses in high school. This will help you prepare for college. Learn allyou can about college and the admission process. You will probably fi nd that this makes you feel more comfortable.Setting goals and defi ning what you want will help keep your stress level down and motivate you to reach your goals.

The High School Experience

UNITUNIT333

LESSON 1 LESSON 2

Your Plan for Success Getting Ready for College

Pages 40 – 43 Pages 44 –47


3UNIT 33




the activity.

Proficient learnersTo allow for more complete answers, suggest to students that they use a separate sheet of paper or their portfolios to create numbered lists with their concerns fully expressed. The corresponding numbers of each item on their lists can then be more easily placed in the parts of the Venn diagram. Students can also code these numbers with P for Personal concerns and A for Academic concerns.

Struggling learnersIf students have problems completing the diagram, model a few sample responses for them, such as “I wasn’t sure how I would know which classrooms my classes were in” for the left side of the diagram and “I’m not taking the right courses that colleges recommend” on the right hand side. Explain that students should list concerns that apply to both college and high school in the “Both” section, such as “How will I meet new people?”

Proficient learners



MaterialsMaterials

Your high school course offerings (Lesson 2)

A planner (Lesson 2)

Additional ResourcesYour state university requirements

Your district’s high school graduation requirements

Info on the PSAT/NMSQT (Lesson 2)

WHERE Am I Going?


UNIT33


“I worked really hard in high school. Even though the AP classes and the diffi cult subjects weren’t always the ones that I understood the most readily, those were courses that I didn’t have to take in college because I worked hard in high school. It saved me almost a year’s worth of tuition at my university.”

VOICE OF EXPERIENCE


The High School Experience 39

“I wothougsubjeundecoursbeca


WORK ZONE

What were some concerns you had when you were getting ready for your fi rst year in high school? Do you have concerns about going to college? Compare and contrast your past and current concerns using the graphic organizer below.

My Concerns Before High SchoolBoth

My Concerns About College



WORK ZONE

EQ 2

EQ 3

Preview the TextHave students skim the text and use titles and headings to create a “text map.” They can begin with sticky notes to jot down summaries or topic statements for each paragraph or section. Encourage students to see how all parts of the text work together.


Have students read the entry definitions. To help students remember definitions and associate meanings, discuss the Advanced Placement Program® (AP) and the SAT®. Give examples of AP courses and explain to students when they might take admission tests, such as the SAT.


the activity.

Proficient learnersHave pairs of students role-play different parts in the scenarios, with one student giving reasons for his or her behavior. For example, for the first scenario, a student could doubt making an academic plan, because in the past they have had success without taking time to make a plan. The other student could explain some reasons why having an academic plan can be helpful.

Struggling learners Review the concept of a scenario as a brief situation in which a wide variety of things might happen. However, stress that the description of the scenario offered limits on some of what can happen. Encourage students to explore different possibilities as a way to understand various choices. Work through an example with students or allow small groups to suggest elements of the scenario.

Proficient learners


ESSENTIAL QUESTIONS

Why is it important to take

courses that challenge me?

What are rigorous courses?

What are AP courses?

EQ 1

40 EDUCATOR GUIDE


SENTIA

LE3 L33333333333333

WORK ZONE

40 UNIT 3 Lesson 1

Scenario 1 Scenario 2

Your friend doesn’t understand why he should have an academic plan. He wants to go to college but thinks things will work without a plan. What would you say to your friend?

Your friend is having trouble in a rigorous class. She said she got help from a teacher but hasn’t done anything else. What advice would you give her?


With a partner discuss what you could say to one of your friends or classmates in the following situations. Write your responses on the lines below.

What Should Your Plan

Include?

A smooth transition from high school to college will require an academic plan—a specifi c path laid out for you to follow. You already made the transition from middle school to high school and realized some clear diff erences in the required courses and expectations. You have no doubt noticed that in high school you have a wider range of course requirements and elective classes. Like middle school, many of these classes are scheduled for you, but unlike middle school, you will have to choose and schedule some of your classes yourself. Your classes, both required and optional, should prepare you to graduate and to qualify for admission to colleges

that interest you. Th ese choices add up to your academic plan. If you want to go to college, you need to create a plan that has the courses colleges recommend that you take. Compared to what is needed to get your high school diploma, colleges may require more years of study in a specifi c subject. For example, your high school may only require that you take one year of a foreign language, but most colleges today require or recommend two years of a foreign language.Colleges like to see that you have challenged yourself by taking rigorous courses that require you to work at a higher level, such as honors courses or Advanced Placement® Program (AP®) courses. Many college admission offi cers look for these types of courses when choosing students to admit to their college.

Your Plan for Success


SAT the most widely used college admissions test. It measures the reading, writing, and math skills you learn in school, that are critical for success in college and beyond

WORDS FOR SUCCESS

An academic plan helps to provide a smooth transition from high school to college through selecting courses that colleges recommend you take.

The friend should meet with an adviser or counselor to ask for more help or advice.


TIP



Teach the TextHave students define the concept of an academic plan and how it could help prepare them for the college experience. Remind them that in the last unit they discussed making short- and long-term plans as a way of building a solid base during their high school years that will lead them to college and long-term careers.


Some students may wonder why they have to make decisions about college now when it may seem far off. Remind students they are only a year or so away from big decisions.

As students read, have them answer these questions:

• What is the author trying to tell me?

• Why is the author telling me that?

• Does the author say it clearly?

• How could the author have said things more clearly?

• What would I say instead?

✔ ✔ explain the value of an

academic plan.

✔ ✔ appreciate that higher-level

courses show that students

want to be challenged.

✔ ✔ realize that goals should

be specific and have a time

frame.



W2 Generating Content A, R*, CRS2 Speaking in Interpersonal ContextsW3 Drafting A, CR

21st Century

Communicate Clearly (LI.CC.1)Be Self-directed Learners (LC.IS.3)Reason Effectively (LI.CT.1)Make Judgments and Decisions (LI.CT.3)Manage Goals and Time (LC.IS.1)

WHERE Am I Going?

UNIT 3 LESSON 1 41

UNIT 3


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Your Plan for Success 41

Think about some of your long-term and short-term goals. Will the goals infl uence your decisions about the courses you decide to study in high school? Are there any other effects? In the space below, write a paragraph in which you explain your goals and what infl uence they could have on your future plans.

Get Some Advice

Th e fi rst step in creating an academic plan is to meet with your counselor or adviser. He or she will no doubt have many suggestions for an academic plan. Th at plan will probably include setting goals and taking challenging courses in high school, such as college-prep and honors classes.

Set Your Goals

You may set some goals for the future at your meeting with your counselor. Your personal goals are just as important as your educational goals. You just have to create a balance. When you know where you want to go in life, you can come up with the steps that will get you there.Goals should be specifi c and have an exact time frame for completion. Th ey should be attainable and may require individual steps. You will achieve some goals over a longer period of time: a semester, a year, four years or even a lifetime. Th ese long-term goals are oft en the most important goals you have. Short-term goals

are shorter and can be achieved in a day, a week or a few months. Short-term goals can help you reach your long-term goals. For example, if your long-term goal is to be admitted to the college of your choice, some short-term goals might include taking rigorous courses in high school, participating in extracurricular activities, or volunteering in your community.

WORK ZONEGo to the

Communicate with your teachers and discuss what classes you need to complete

in order to graduate. Be prepared with questions to ask your counselor.

ommun with your teand discuss why

CoTIPTIP



WORK ZONE


• Discuss with students that taking courses in sequence ensures that they are ready to take increasingly difficult courses and that this will affect their success.

• Remind students that while they may feel that a regular course may be challenging enough, an advanced course will only require them to do the same work but with greater depth and accomplishment.


the activity.

English Language Learners Some students may be confused by the many acronyms discussed in the lesson. Go through the initial letter of each acronym and match it to a word, defining each if necessary.


Give a more detailed description of the expectations of advanced classes, such as more homework and additional study time.

21st Century


Proficient learners

Motivated students should be able to offer various concerns or challenges but advise students that this shouldn’t just be a list of things that worry them. Each item in the left column should be paired with an opportunity that a challenge might bring.

Struggling learners Allow students to break down concerns or academic challenges into single word ideas. Students can create a pro/con chart and weigh what may cause them problems against improvements they may experience.


y

Proficient learners



42 EDUCATOR GUIDE

LESSON 1 cont...UNITUNITUNIT LESSON 1 cont...

21st Century


42 UNIT 3 Lesson 1

When working with your adviser or school counselor on your academic plan, keep in mind that certain courses have to be taken in sequence. For example, you may need to take a general physical science course before you can take chemistry or physics. Find out the sequence your school requires in every subject area, the electives allowed at each grade level and the expected grade to pass each course. Your school may publish the course sequence on its website or in its student handbook. Your adviser can answer your questions about the right order in which to take courses.Check to see if any classes require you to pass a city or state exam, produce a portfolio of work or complete any other end of course requirements. Th ese are used by some schools to demonstrate that you can move on to the next level.

Advanced Placement® Courses

Colleges also look at your high school transcripts to see if you’ve taken Advanced Placement, or AP, courses. AP courses are college-level courses that can be taken in high school. Th ese courses involve studying subjects in greater depth and detail. Th ey also improve your writing skills and sharpen your problem-solving techniques. Th ey help you develop study habits that are necessary for tackling diffi cult course work.

Having AP courses on your high school transcript shows colleges that you are willing to push yourself to the limit. Taking AP courses shows you are willing to accept a challenge, that you want to explore the world from a variety of perspectives, and that you can assume the responsibility for reasoning, analyzing and understanding a college-level course. Additionally, if you do well on an AP Exam, you could earn college credit or advanced placement at more than 3,600 colleges and universities worldwide.

Challenging Yourself

All successful academic plans also include an aspect of challenging yourself. What does challenging yourself mean to you? For example, you might be doing fairly well in a history course right now, but you know that if you pushed yourself a little harder you could get a better grade. What if you raise your grade and take a rigorous history course or an AP course the next year? You might have to ask a few more questions during class, study a little more oft en, or even get help from your teacher or a tutor—but you will have challenged yourself !Your high school teachers and counselors are there to help guide you. Ask them for help when you need it. If your schedules confl ict or if you are too

WORK ZONEThink about some academic challenges you’ve faced in the past. What have you learned from those challenges? Maybe you were struggling with a concept in a class and you joined an after-school study group or asked a teacher for help. In the chart below, write about some academic challenges or concerns you have now and the opportunities you can create for yourself to overcome them.

Challenges / Concerns I Have Opportunities I Can Create

CB_SE_HS1_Unit3_Lesson1.indd Sec1:42 3/25/10 11:26:40 AM CB_SE_HS1_Unit3_Lesson1.indd Sec1:43 3/17/10 5:26:38 PM

h th T

LELE3 LL33333333333333


Extensions

Have students create a list of three people they can interview to get advice about how to best prepare an academic plan. The list should include family members and friends who have attended college. After students have completed this list, have them ask each interviewee the following questions:

1. How did you decide which classes to take in high school?

2. How did you find out what classes were recommended by the colleges you were interested in?

3. Who helped you solidify your academic plan for high school?

4. What helped you make a smooth transition from high school to college?

Extensions

Have students create a list of three people


✔ understand that their academic plan should match college requirements.

✔ realize that challenging themselves now will pay off during later college years.

✔ understand how taking standardized tests can help them show and improve their skills.


21st Century


WHERE Am I Going?

UNIT 3 LESSON 1 43


42 UNIT 3 Lesson 1

When working with your adviser or school counselor on your academic plan, keep in mind that certain courses have to be taken in sequence. For example, you may need to take a general physical science course before you can take chemistry or physics. Find out the sequence your school requires in every subject area, the electives allowed at each grade level and the expected grade to pass each course. Your school may publish the course sequence on its website or in its student handbook. Your adviser can answer your questions about the right order in which to take courses.Check to see if any classes require you to pass a city or state exam, produce a portfolio of work or complete any other end of course requirements. � ese are used by some schools to demonstrate that you can move on to the next level.

Advanced Placement® Courses

Colleges also look at your high school transcripts to see if you’ve taken Advanced Placement, or AP, courses. AP courses are college-level courses that can be taken in high school. � ese courses involve studying subjects in greater depth and detail. � ey also improve your writing skills and sharpen your problem-solving techniques. � ey help you develop study habits that are necessary for tackling di� cult course work.

Having AP courses on your high school transcript shows colleges that you are willing to push yourself to the limit. Taking AP courses shows you are willing to accept a challenge, that you want to explore the world from a variety of perspectives, and that you can assume the responsibility for reasoning, analyzing and understanding a college-level course. Additionally, if you do well on an AP Exam, you could earn college credit or advanced placement at more than 3,600 colleges and universities worldwide.

Challenging Yourself

All successful academic plans also include an aspect of challenging yourself. What does challenging yourself mean to you? For example, you might be doing fairly well in a history course right now, but you know that if you pushed yourself a little harder you could get a better grade. What if you raise your grade and take a rigorous history course or an AP course the next year? You might have to ask a few more questions during class, study a little more o� en, or even get help from your teacher or a tutor—but you will have challenged yourself !Your high school teachers and counselors are there to help guide you. Ask them for help when you need it. If your schedules con� ict or if you are too

WORK ZONEThink about some academic challenges you’ve faced in the past. What have you learned from those challenges? Maybe you were struggling with a concept in a class and you joined an after-school study group or asked a teacher for help. In the chart below, write about some academic challenges or concerns you have now and the opportunities you can create for yourself to overcome them.

Challenges / Concerns I Have Opportunities I Can Create


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Your Plan for Success 43

Why Having an Academic Plan Is Important

busy to speak with them in person, write down a question or concern and give it to your teacher or counselor. Asking for clari� cation is a great way to make challenging courses feel a lot more comfortable.

PSAT/NMSQTIf you’re willing to accept a challenge, consider taking the PSAT/NMSQT® (Preliminary SAT/National Merit Scholarship Qualifying Test) during your sophomore or junior year of high school. � e PSAT/NMSQT is a practice test that tests reading, writing and mathematical skills. � e structure of the test is similar to that of some college admission tests, such as the SAT®, that most colleges and sponsors of � nancial aid programs use to determine admission or recipients of scholarships.� e PSAT/NMSQT helps you learn the structure of the college admission tests and become familiar with the kinds of questions you’ll need to answer. When you take the PSAT/NMSQT, you’ll get a free score report that analyzes each of your answers and identi� es areas in which you could improve. Taking the test also gives you access to My College QuickStart™, a website that provides an SAT study plan.

SAT Subject TestsPart of your academic portfolio should include taking SAT Subject Tests as soon as possible a� er completing course work for a subject. � is way, the material is still fresh in your mind. Foreign language tests are best taken a� er two years of study. Like AP, these tests indicate to colleges that you are a serious student. Even schools that do not require SAT Subject Tests will consider them as an indication of your academic commitment.Consider SAT Subject Tests in areas that you like or in which you excel. What are your favorite subjects? What do you do well in? � ink about which subject test you would build into your academic plan.If you are willing to work hard to succeed in rigorous academic courses, colleges will see you as a great candidate. Working hard, asking for help when you need it, and challenging yourself are all ways to ensure success in high school and beyond.

WORK ZONEGo to the

Review what you have learned in this lesson about making an academic plan. Why do you think creating a plan is important? Write a short essay stating reasons why everyone considering attending college should have a plan in his or her fi rst or second year of high school.

WORK ZONE

EQ 1

EQ 2

ESSENTIAL QUESTIONS

How are college requirements

different from high school

graduation requirements?

What is my high school

academic plan?

Preview the TextAllow students to roam through the lesson on their own, allowing them to spot read or focus on the chart or course description. Encourage discussion of courses with which they are familiar. Students can use the headings and titles to help them redirect another pass through the lesson during which they can discuss the issues raised.


Have students read the entry definitions and define the terms in their own words. To help explain grade point average, post hypothetical grades on the board and help volunteers determine the GPA. Ask students if they have ever seen their transcript and encourage them to do so.


the activity.

Proficient learnersHave students complete the chart, adding as much detail as they can think of on their own. Then have groups exchange their lists and have students make suggestions and comments to help each other consider additional courses from the Recommended High School Courses chart on page 45 or from their own school’s offerings. Individuals may benefit from sharing their course needs, difficulties and action plans.

Struggling learners Review with students the titles of courses and what is typically covered in them. Have students concentrate on why they need to take additional courses, particularly if they are unsure of requirements they will need to get admitted to college.

Proficient learners


44 EDUCATOR GUIDE


SENTIA

LE3 L33333333333333

WORK ZONE

44 UNIT 3 Lesson 2

Courses I’m Taking or Have Taken Courses I Need to Take


With a partner discuss the chart of recommended high school courses on page 45. Write the recommended courses that you have already taken and that you need to take in the chart below.

Creating a Solid Academic Plan

Now that you have learned about things to consider when forming an academic plan, you should investigate the high school courses you can take to meet your goals. You might think your course selection is a random selection of classes, but admission offi cers see it as the blueprint of your high school education. Th ey look for a solid foundation of learning that you can build on in college.

What Do Colleges Look For?

Colleges look at more than just your grade point average (GPA) and SAT® scores. Th ey want to see if you have the ability to succeed at their school. Colleges look to see whether you have a wide range of abilities and skills that can be built upon.

Most colleges require students to complete specifi c academic courses, take admission exams, fi ll out an application, and sometimes write an essay in order to be admitted to their school. Th ese are called admission requirements. Many colleges require the courses listed in the chart on page 45 and some recommend other classes. For example, some colleges require two years of a foreign language but suggest three or more.

Why Are the Courses Important?

You should take at least fi ve solid academic courses every semester. Th e subjects and classes listed in the chart on page 45 are standard for success, whether you plan to attend a four-year, two-year, or technical school. You can read why on page 45.

Getting Ready for College

grade point average (GPA) the average of the grades a student earns in all classes

transcript a student’s offi cial academic record, which shows all classes taken and grades earned in high school

WORDS FOR SUCCESS



Teach the TextAs the students read the first few paragraphs, stress that the definition of what colleges are looking for varies from college to college. Note that the text is describing what most colleges desire. However, point out that students’ choices and needs may be different.

Encourage individuals to add details to the course descriptions. Note that every school teaches these in their unique way.

Optional Approach Students can write their own descriptions of the course they have taken.


Say: Go through the chart on page 45 and read the course descriptions and review the skills that each course requires in the text on page 45. Why do you think many colleges require that students take these types of courses in high school?

Encourage students to read aloud the parts of the text they want to recall and practice SEEING it, SAYING it, READING it and WRITING it by performing these tasks for each.

✔ ✔ understand why colleges

recommend that students

take certain high school

courses.

✔ ✔ understand that colleges

have admission requirements.

✔ ✔ appreciate that different

courses can help improve

different skills.



R1 Comprehension of Words, Sentences, and Components of TextsW2 Generating Content CR, RS3 Preparing and Delivering Presentations*

21st Century

Manage Goals and Time (LC.IS.1)Be Self-directed Learners (LC.IS.3)Communicate Clearly (LI.CC.1)Use Systems Thinking (LI.CT.2)Make Judgments and Decisions (LI.CT.3)*

WHERE Am I Going?

UNIT 3 LESSON 2 45

UNIT 3


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Getting Ready for College 45

Which of the recommended high school courses are most diffi cult for you? Write what you’ll need to do to complete the course on time and successfully.

English (Language Arts) You should take English every year. Traditional courses, such as American and British Literature, help you improve your writing skills, reading comprehension and vocabulary.Math You need algebra and geometry to be admitted to most colleges, and math knowledge is great preparation for many interesting careers. Take them early on and you may be able to enroll

in advanced science and math while still in high school. By doing that, you’ll show colleges that you’re ready for higher-level work.Science Science teaches you to think analytically and apply theories to reality. Laboratory classes let you test what you’ve learned through hands-on work. A total of six semesters of science classes are recommended.Social Studies Understand local and world events that are happening now by studying the culture and history that has shaped them. Social sciences round out your core curriculum.Foreign Languages Solid foreign language study shows colleges that you’re willing to stretch beyond the basics. Many colleges require at least two years of foreign language study, and some prefer more.The Arts Research indicates that students who participate in the arts oft en do better in school and on standardized tests. Th e arts help you recognize patterns, discern diff erences and similarities, and exercise your mind in unique ways, oft en outside of a traditional classroom setting.Computer Science Many college courses and jobs require at least a basic knowledge of computers. Computer skills can also help you do research and schoolwork better and faster.

WORK ZONEGo to the

Recommended High School Courses

Subject Classes

English 8 credits (4 years)

literature, writing/composition, and speech

Math 6 to 8 credits (3 to 4 years)*

algebra I, algebra II, geometry, trigonometry and/or calculus

Science (with lab)* 6 credits (3 years)

biology, chemistry and/or physics, and earth/space sciences

Social Studies6 credits (3 years)*

U.S. history, U.S. government, and world history or geography

Foreign (World) Language4 credits (2 years)*

in the same language (other than English)

*More competitive colleges want to see four years each of math, lab science, and social studies and three or more years of a foreign language.

Subject What Makes It Diffi cult My Action Plan

Foreign language I find it hard to pronounce the words.

Practice with a friend or have family members quiz me.



WORK ZONE


• Break down the differences between GPA and SAT scores and how each provides colleges with a unique insight into your learning to date. Point out how GPA is a cumulative view while the SAT measures a student’s current skills and how well they apply the knowledge they learned in school.

• Note that some students may take more courses than those shown in the Work Zone, particularly with electives and differing course offerings in various schools.


the activity.

English Language Learners Give students specific examples of courses that are classified as being in a certain subject area. For example, geography is considered a social studies class.


Explain that college admission representatives look for students who challenge themselves in high school because they usually do well in a college setting.

21st Century


WHave stud

Proficient learners

Students can complete more than one scenario of the course work they would like to take. Be sure to have students consider that not every course will be offered to match their schedule.

Struggling learners Make sure students have had a chance to meet with an adviser or counselor prior to attempting to complete this chart. They should take notes during the meeting concerning requirements and course offerings.


y

Proficient learners



46 EDUCATOR GUIDE



21st Century

•

46 UNIT 3 Lesson 2

Rigorous Courses

What are some other things to consider when planning which high school courses to take? College admission offi cers like to see students step outside of their comfort zone. Th ey want to see if students have challenged themselves each year by taking rigorous classes, such as college-prep and AP® classes. To see how you’ve challenged yourself, colleges look at your transcript, the list of courses you’ve taken in high school and the grades you’ve earned.Th e grades you earn in high school are the best predictor of your college success. If you have done well in rigorous high school courses, most college representatives believe you will succeed at their school. Th e colleges will be more likely to accept

you. Your high school transcript also shows colleges the progression of the courses you’ve taken. It shows them if you’ve taken required or recommended college-prep courses and how well you’ve done in those courses. Colleges look at your grades as well as how well you’ve done over all four years in high school.Remember, if you don’t do well when you fi rst start off in high school, there is always time to improve and get better. Your family, teachers and counselors are there to help you plan, and they can assist you if you need help with classes, grades or answering questions.

WORK ZONEWith the help of a teacher or counselor, use this planner to list what courses you should take in high school. Consult the list of recommended classes provided on page 45 when completing your chart.

9th grade 10th grade

Subject Fall Semester Spring Semester Fall Semester Spring Semester

English/Language Arts

History/Social Studies

Math

Science (Indicate if Lab)

Foreign Language

Arts

Other


h th T

LE3 L33333333333333


Extensions

Have students compose an oral history of their high school experience to date, concentrating on the courses they’ve taken and those they still need to take. They should outline and take notes from the course descriptions and chart and practice their speaking skills with a partner. The partners can share their history and help to critique and expand each other’s work. Students should try to focus on their future work ahead and how that could be incorporated into an academic plan.

Extensions

Have students compose an oral history


✔ understand that colleges like to see students challenge themselves in school.

✔ understand that a transcript is a record of the courses they have completed in school.

✔ know that their choices of courses can affect their futures.


21st Century


WHERE Am I Going?

UNIT 3 LESSON 2 47


46 UNIT 3 Lesson 2

Rigorous Courses

What are some other things to consider when planning which high school courses to take? College admission o� cers like to see students step outside of their comfort zone. � ey want to see if students have challenged themselves each year by taking rigorous classes, such as college-prep and AP® classes. To see how you’ve challenged yourself, colleges look at your transcript, the list of courses you’ve taken in high school and the grades you’ve earned.� e grades you earn in high school are the best predictor of your college success. If you have done well in rigorous high school courses, most college representatives believe you will succeed at their school. � e colleges will be more likely to accept

you. Your high school transcript also shows colleges the progression of the courses you’ve taken. It shows them if you’ve taken required or recommended college-prep courses and how well you’ve done in those courses. Colleges look at your grades as well as how well you’ve done over all four years in high school.Remember, if you don’t do well when you � rst start o� in high school, there is always time to improve and get better. Your family, teachers and counselors are there to help you plan, and they can assist you if you need help with classes, grades or answering questions.

WORK ZONEWith the help of a teacher or counselor, use this planner to list what courses you should take in high school. Consult the list of recommended classes provided on page 45 when completing your chart.


Subject Fall Semester Spring Semester Fall Semester Spring Semester

English/Language Arts

History/Social Studies

Math

Science (Indicate if Lab)

Foreign Language

Arts

Other


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Getting Ready for College 47

Consider Your FutureNow that you have considered all of the recommended classes to take in high school to best prepare you for college, take a moment to think about what it all means to you. You should follow the guidelines provided here in choosing your courses, but remember that you can adapt the information to � t you better. For example, what foreign language makes the most sense for you to study? Do you have relatives or friends who already speak another language besides English?

Perhaps you could study that language because you already have people who can help you learn. You can apply these types of considerations to many di� erent decisions you will make when choosing which courses to study in high school.

WORK ZONEGo to the


Fall Semester Spring Semester Fall Semester Spring Semester


Portfolio



P O

Have stude

Section 2 WRAP-UP

OBJECTIVE

Synthesize unit content by •

applying it to goal setting








IF... THEN... SO...

Am I Going?


49

Do I Get There?

HOWHOWDo I Get There?Do I Get There?

You have set goals to attend college and to pursue possible career choices. What are the next steps to help you reach your goals? In Section 3, you will consider the many options that await you as you create a college plan to achieve your aspirations.

You have set goals to attend college and to pursue possible career

3Section


Section 2


WRAP-UP



Why is having long-term goals important?Why is having long-term goals important?

How can college help you achieve your goals?How can college help you achieve your goals?

Why is it important to take courses that challenge you?Why is it important to take courses that challenge you?




EG Section2 WrapUp HS1.indd Sec2:48EG Section2 WrapUp HS1.indd Sec2:48 3/29/10 4:51:51 PM3/29/10 4:51:51 PM

Preview Section 3Remind students that in Section 1 they defined what sort of person they were and what is important in their lives. Reread the WHERE Am I Going? sentence above that defines the topics they began exploring in Section 2. Then write the following words on the board:

How Do I Get There? — Next Steps to Reach My Goals.

Have volunteers come to the board and write their best ideas about what the next steps might be to reach the goals they set in Section 2. Tell them that they will be creating a plan in Section 3 to help make their dreams a reality. To stimulate discussion, write some of the following questions on the board. Have volunteers write possible answers to the questions.

How can I get organized?What extracurricular activities might help me get ready for college?Where can I go for help to find answers about college?What will college life be like?How will I pay for college?

Help students ask questions that they don’t know the answers to yet. Encourage them to think about how they will get where they want to go.

3Section

Do I Get There?






49

Do I Get There?


You have set goals to attend college and to pursue possible career choices. What are the next steps to help you reach your goals? In Section 3, you will consider the many options that await you as you create a college plan to achieve your aspirations.

You have set goals to attend college and to pursue possible career

3Section


SECTION 3 49

EG Section Opener HS1.indd Sec2:49EG Section Opener HS1.indd Sec2:49 3/29/10 4:51:26 PM3/29/10 4:51:26 PM

UNITUNIT444


ENDURING UNDERSTANDING: Strong organizational and study skills contribute to a balanced, successful life.

Skills for SuccessUNIT OBJECTIVES

Students learn that a few simple strategies can help them learn better, balance their busy lives and achieve more. They learn about college admission and placement tests and how to prepare for them.

LESSON 1

Organizing for Success: Students learn some simple strategies for staying organized, such as using planners and writing down key deadlines, etc. They discuss ways to balance school, homework, play, family obligations, work and extracurricular activities. They learn how colleges regard high school extracurricular activities.

• Highlight the overall value of paying attention to these skill sets, and emphasize that they need to master them, over time, in order to be able to function, not only in school but also in their future workplace.

• Help them become aware of how they can create an organized study space at home, and an organizational system for school. Go over the benefits of some of the tools they can utilize, such as subject folders or electronic files, and a planning calendar or agenda planner.

Your students should also begin to prioritize their workload by creating action plans.

LESSON 2

Your Learning Style: Students consider different learning styles, and learn techniques for studying in ways that work for them. They learn how to benefit from collaborative group study and how to manage time effectively.

• Your students need to understand that they have certain abilities and attributes that determine the way they learn. Acquaint them with kinesthetic, tactile, visual and auditory learning styles, and help them identify which is their primary, individual style. Give them the opportunity to explore what each style means to them as a learner.

• While having them work in groups, it would be beneficial to introduce the different dynamics of collaborative work by giving each a chance to take on and model a different role (leader, time keeper, recorder or presenter) during group activities.

50A EDUCATOR GUIDE


Engaging FamiliesEncourage students and family members to discuss study skills as well as academic content. Families also need to know the timeline for the admission and placement tests that students will take in high school.

EngEncoumembas weFamiltimeliplacewill ta

LESSON 3

Taking Notes: Students review the Cornell Note-taking method for both lectures and reading. They learn how to use this note-taking system to help them study and retain knowledge.

• Make sure your students understand that the Cornell Note-taking method is a system for studying after class, not just for recording information during lectures.

LESSON 4

Using the Internet Wisely: Students learn how to evaluate and analyze the sources of online information for reliability, accuracy and objectivity. They also learn to use judgment, healthy skepticism and awareness of privacy and self-protection issues when engaging social media sites to gain peer perspectives on the college search process.

• Evaluate how familiar your students are with the Web and different Web-based applications.

• All students need to learn how to assess a website’s trustworthiness. Simply finding information is not the goal; rather, it’s finding credible and appropriate information about college.

• Your students may also have varying levels of awareness about online privacy and self-protection issues. Talk about appropriate use of social networks: that once something is posted, it is available for anyone to see.

LESSON 5

Using Tests to Your Advantage: Students learn about college admission tests and how colleges use them to determine college readiness. They learn how to prepare for tests and when to take them. They also learn about AP® courses and exams.

• Put college admission tests in perspective for your students. Explain that admission test scores are just one means of predicting academic performance in college, and that colleges consider test scores along with and supplementary to secondary school records and/or other relevant information. Explain that the scores provide colleges a uniform measure for all students. In contrast, academic performance indicated by school transcripts may vary widely because of different grading practices.

• Your students need to understand that it’s not possible to “cram” for college admission tests; the best preparation is to apply themselves to their high school courses, take math and to read as much as possible. Encourage them to take practice tests under timed test conditions.

• Your students should also be aware that admission tests are given several times throughout the year, and that they can take a test more than once if they are disappointed with their initial scores. Most students take admission tests twice; however, research shows that scores do not vary dramatically on the second try.



UNIT OBJECTIVES

Identify simple strategies to •

learn better, balance their busy

lives and achieve more.

Learn about college admission •

and placement tests and how to

prepare for them.


Strong organizational and study skills contribute to a balanced, successful life.


Think AloudSay: It can be difficult to balance the many obligations we have. I have to balance work, family, and social life. Sometimes I feel overwhelmed by the many tasks I need to accomplish. Then share a few successful organizational methods with the class. Ask students to share ways they remain organized despite their many obligations. Say: Do you use a planner or computer calendar? Do you keep daily to-do lists?

In Unit 3,students learned that a rigorous high school curriculum prepares them for college. Students created individualized academic plans.

Preview the LessonsHave students read the lesson titles on page 50. Have them predict what they will read in the unit. Ask them to discuss questions they have before they read.

In Unit 3,students learned that arigorous high schoolcurriculum prepares them for college. Students created individualizedacademic plans.


LO

OK

ING

BA

CK

UNIT OBJECTIVES

Identify simple strategies t•

learn better, balance their b

lives and achieve more.

Learn about college admiss•

and placement tests and ho

prepare for them.


Strong organizational and stuskills contribute to a balancedsuccessful life.

Then have students read the text on

50 EDUCATOR GUIDE

UNITUNITUNIT

T OBJE

4444444444444444444 UNIT OPENER

You have tests in three classes this Friday, plus a football game and a family reunion to attend this weekend. On Monday your essay for English class is due. How will you get it all done? In high school, it can be tough to balance schoolwork, extracurricular activities and your social life. However, if you develop some basic time management skills, you can enjoy a fun, well-rounded experience that will also give you a better chance to achieve your goals in school and beyond. Developing learning styles, learning how to take notes, and using the Internet responsibly are just a few ways to help you organize your time wisely and enjoy a successful, balanced life.

50 UNIT 4

You have tests in three classes this Friday, pgame and a family reunion to attend this weekend. On Monday your essay for English class is due. How will you get it all done? In high school, it can be tough to balanceschoolwork, extracurricular activities and your social life. However, if you develop some basic time management skills, you can enjoy a fun, well-rounded experience that will alsogive you a better chance to achieve your goals in school and beyond. Developing learning styles, learning how to takenotes, and using the Internet responsibly are just a few waysto help you organize your time wisely and enjoy a successful, balanced life.

Skills for Success

UNIT

plus a football k d O

444

LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5

Organizing for Success

Your Learning Style

Taking Notes Using the Internet Wisely

Using Tests to Your Advantage

Pages 52–55 Pages 56–57 Pages 58–61 Pages 62–65 Pages 66–69


4UNIT 44




the activity.

Proficient learnersInstruct proficient learners to complete the Work Zone questions individually. Then have students turn to a partner and share their answers. Students should evaluate each other’s strategies for achieving balance in their lives. They should suggest potential improvements.

Struggling learnersStruggling learners should answer the questions on page 51 as a class. Have students make a list of their family, school, extracurricular and social activities. Then discuss how they balance these obligations.

Proficient learners


Materials

Lesson Resources

Additional Resourceswww.ldpride.netState higher-education websites

A planner (Lesson 1)

Your school’s after-school activity list, tutoring schedule, etc. (Lesson 4)

List of educational information-type websites for students to review (Lesson 4)

College profiles

HOW Do I Get There?


44


“I realized that I have to know how to organize things better if I want to succeed in college. If in high school it’s hard, imagine college. It helped me a lot.”

VOICE OF EXPERIENCE

WORK ZONE

How do you balance the different activities in your life?

What do you do when things get out of balance?


Skills for Success 51

“oini

V




WORK ZONE

EQ 1

EQ 2

ESSENTIAL QUESTIONS

How do good organizational

strategies relate to academic

success?

How do I prefer to stay

organized?

Preview the TextHave students scan the subtitles in the lesson. Have students work in pairs to brainstorm organizational tools and strategies and share their lists with the class. Say: Participating in extracurricular activities helps you develop a variety of skills for life beyond high school. How many of you participate in extracurricular activities? Let’s list them.


Have students read the entry definitions and define the terms in their own words. Have students read the definitions for skill, organize, planner, and goals, and come up with one example from their own lives for each word.


the activity.

Proficient learnersProficient learners can complete the activity on page 52 individually and then compare their responses with a partner. Working with the same partner, students should brainstorm ideas for overcoming their chosen schoolwork challenge. Then have two separate pairs of students form a group of four to share their responses to the activity on page 53.

Struggling learners Complete the activities on pages 52–53 with the class. Display an example schedule as a model for students to assist them in completing “How I Spend My Time” on page 52. Choose one problem and have the class brainstorm solutions as a group.

Proficient learners


52 EDUCATOR GUIDE


SENTIA

LE4 L444444444444444444

WORK ZONE

52 UNIT 4 Lesson 1

3

12

6

9


How Do You Get Organized?

High school can be a fun but busy time. How can you get good grades, spend time with your friends and family, participate in school activities, and help out at home, all at the same time? It can become overwhelming, yet many teens do it successfully because they have learned to use their time wisely. You can, too. A few simple tools and strategies can help you balance academics, extracurricular activities, and a social life to get the most out of high school.

The Need to Organize

Have you ever noticed that some people seem to be more organized than others? Th ey always seem to turn in their assignments on time, get good grades, do well in activities outside of class, and have a busy social life. How do they

do it? Successful students have developed skills to organize, or manage, their time eff ectively. Studies have shown that a clear relationship exists between organization and success in school and life overall. People who manage their time wisely get their work done more quickly and can enjoy their activities and social life more as a result. Th is is also important for life aft er high school, as well as college, when the need to organize will be more important than ever.

Tools

Many diff erent tools exist to help you take care of your commitments. Have you ever used a planner? It’s like a small notebook with spaces for dates, times and appointments. Many successful adults use planners to keep track of meetings and important dates and tasks. Students also use planners to keep track of homework, due dates for

Organizing for Success

To help you manage your time, write down the activities that you do during an average day. You might participate in some in the morning (a.m.), while others take place in the afternoonor evening (p.m.).

How I Spend My Time

a.m. p.m.

WORDS FOR SUCCESS

skill the developed ability to do something well organize to put time and tasks in a structured order


TIP



Teach the TextSay: This lesson is about developing a plan for successfully organizing your life—both in and out of the classroom. As you read the lesson independently, think about the methods you use to stay organized for school and for activities. While reading, write down any insights or ideas about organization in the margins of the text.

Optional ApproachHave partners take turns reading the text aloud; then share a tool they use to stay organized.

Monitor Comprehension• Have students make predictions

about how they might use some of the organizational strategies found in the lesson in their own lives.

• Make sure students can apply the tools and strategies to schoolwork and extracurricular activities.

✔ ✔ identify how strong

organizational skills

contribute to academic

success.

✔ ✔ implement strategies to

become and stay organized.

✔ ✔ determine the best

organization plan for

personal use.



W2 Generating Content CR

21st Century

Be Self-directed Learners (LC.IS.3) Manage Goals and Time (LC.IS.1) Solve Problems (LI.CT.4) Use Systems Thinking (LI.CT.2)Manage Projects (LS.PA.1)

HOW Do I Get There?

UNIT 4 LESSON 1 53

UNIT 4


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Organizing for Success 53

assignments, and extracurricular activities, such as drama practice or volleyball games. It might be quicker just to scribble an assignment on scratch paper, but it’s easy to misplace that note. In the long run it’s much more eff ective to keep track of everything in one spot like a planner. Other planning tools exist online or on cell phones. By trying diff erent tools, you will fi gure out what works best for you.

Strategies

Diff erent strategies can also help you organize your life. For example, you can make a daily “to do” list with the most important items at the top of the list. You could get some assigned reading done on the bus or while waiting to be picked up. A third strategy is simple: Say “no” to things, even if they’re fun, when they interfere with long-term priorities, such as homework or a school project.Some students also fi nd it helpful to set aside a consistent time to do homework, such as before dinner. Other students make it a point to review their notes from class every day to reinforce what they learned. In addition, successful students

have found that it’s crucial to get enough sleep in order to have enough energy for the day. No matter which strategies you use, know that the most successful students usually stick to three key points: don’t stress, don’t procrastinate and don’t set unrealistic goals for yourself. By aiming for challenging but realistic goals, you will have a better chance of accomplishing what you want in school and life.

p g yWORK ZONEGo to the

In the center oval below, write a problem you have in managing your time, such as “can’t fi nish homework on time.” In the outer ovals, brainstorm ways you could overcome the problem, such as “dedicate a specifi c time every night to do homework.”

TIPTIP To keep track of your work, organize electronic documents in folders by subject area on your computer, or put hard copies in folders in a secure place.

planner a calendar or agenda notebook that contains spaces to write down tasks and appointments

goals things you plan to achieve or accomplish




the activity.

Proficient learnersHave students complete the schedule chart individually. Students should double check to be sure they have not forgotten any obligations. When finished, have them discuss their schedules with a partner. Partners can discuss how to fit in adequate study time, activity time, family time and relaxing time.

Struggling learners Model completing the chart for struggling students, using a personal schedule or that of a fictional student. Ask the group to identify times when the example student may have difficulty studying.

Proficient learners


Teach the Text cont...Monitor Comprehension• Discuss extracurricular activities with

students. Ask them to consider which extracurricular activities are most important to them.

• Encourage discussion by asking students to share how different extracurricular activities contribute to their quality of life and their educational experience.

English Language Learners Show students an example of a planner. Point out the calendar section, where daily tasks can be recorded, and methods for using the various sections.


Students may be unfamiliar with the types of extracurricular activities and overall involvement that colleges are looking for in prospective students. Explain that college admissions are more likely for students who show an interest in community involvement and activities beyond academics.



54 EDUCATOR GUIDE

UNITUNITUNIT

ch the T

4444444444444444444 LESSON 1 cont...

54 UNIT 4 Lesson 1

Time of Day Monday Tuesday Wednesday

During School

After School

At Night

Beyond the Class

While academic success is clearly a priority for students who plan to attend college, it is also important to make time for activities outside of the classroom. Th ere’s more to school than just studying and grades. Ask any adult about his or her best memories from high school. Many of those memories will be about things outside of academics, such as band trips, debate tournaments or basketball games. Th at’s because high school is a time to develop not just intellectual skills but social skills as well. It’s a time to try out new activities, meet diff erent people and broaden your horizons.Aft er-school jobs, for example, can do more than just bring in some extra money. Th ey can also teach important lessons about discipline, teamwork and goal-setting. To make these things work, though, organizational skills will be even more important.

Organizing for Extracurricular Success

Th ink about classmates who always seem to have their act together. Th ey have managed to apply their organizational skills to life beyond the classroom. In fact, some students might say that they learned to organize for school by participating in extracurricular activities. Some athletes notice their grades are higher

during the season because they have to be very disciplined with their time. If they don’t turn in their homework or do well on their tests, they might not be able to play in a game. As a result, they are more motivated to study and turn in their work. Th ey have learned to apply strong organizational strategies to all areas of their lives.

Colleges and Activities

Some students get intimidated by thinking about doing well in school and extracurricular activities. It might seem better just to drop activities, even if you like them, in order to focus on getting good grades. However, you might be able to choose a couple activities that you still are able to participate in while doing well in your classes. Th ese activities will be enjoyable for you and will also be good stress relievers.Th ere’s another reason to take part in a realistic amount of activities. Colleges want to see depth, not breadth. Oft en they are more impressed by students who get involved in one or two activities over time than by those who have a superfi cial involvement in a bunch of things. True involvement shows them what you are committed to and what you have to off er.

WORK ZONEComplete the exercise to help you make schoolwork, extracurricular activities and your social life work together. Use the table to plot out your schedule for each day of the week, after school and at night. For example, you might list “Soccer Practice 4–6 p.m.” under “Tuesday” and “Thursday.” Then circle the times during the week when it will be hard to study.


KNOW YOURSELF

TIP



✔ ✔ state simple strategies for

staying organized.

✔ ✔ identify ways to balance all

the parts of their lives.

✔ ✔ understand how being

organized can help improve

academic performance.


Extensions

Have students create an organizational plan. They should begin by writing a description of how they stay organized. They should make a chart of how they keep track of assignments, important dates, appointments, and obligations. Share with a family member or another trusted adult. Then students should evaluate their organizational plans and make adjustments to improve efficiency. Encourage students to focus on strategies that are workable for them. An organizational plan is only effective if it is used consistently.

Ex

Have stude

HOW Do I Get There?

UNIT 4 LESSON 1 55


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Organizing for Success 55

Thursday Friday Saturday Sunday

Putting It All Together

Schoolwork, activities and social life are all important parts of getting the best possible high school experience. By using the organizational tools and strategies that fi t your personality and style, you can get the most out of your years in school and prepare for college at the same time.

y p. WORK ZONEGo to the

KNOW YOURSELFKNOW YOURSELFTaking a break from your studies

and other responsibilities

is just as important as time

management and organization.

What could you do for fun? List

some ideas below.

TIPTIP Remember that writing a task down on a “to-do” list is not the same as getting it done. Keeping a list is a good tactic only if you resolve to check it often, and check something off each time.



WORK ZONE

Preview the TextSay: Each person has a different way of learning. Think about your learning style. Do you learn best by listening, talking, touching or doing? Turn to a partner and share how you learn best. Then preview the subtitles together.


Have students read the entry definitions and define the terms in their own words. Assign one word to each pair of students. Have each pair give an example of tactile, auditory, kinesthetic or visual learning or of how to collaborate for the class.


the activity.

Proficient learners

Have students complete the Work Zone activity individually. Then have students turn to a partner and explain how they completed the task. Partners should evaluate each other’s explanations for improvements and clarity.

Struggling learners Have students complete the Work Zone activity as a class. Use one task, such as “hitting a home run,” for the group. Beginning with visual learners, have students take turns explaining steps in the teaching process. Next, divide the class into three smaller groups. Assign one of the three remaining learning styles to each group. Have each group explain how to “teach” the task. Then have each group share their explanations with the class and have the class evaluate them.

Proficient learners


EQ 1

EQ 2

ESSENTIAL QUESTIONS

What is my learning style(s)?

How does my learning style

affect the way I study and

learn?

56 EDUCATOR GUIDE


SENTIA

LE4 L444444444444444444

WORK ZONE

56 UNIT 4 Lesson 2


How Do You Learn?

People learn in diff erent ways. One person might be able to build a model simply by reading instructions; another might need to watch someone else do it fi rst. One person might learn best by hearing; another might need to get up, move around, and experiment in a “hands-on” way. What about you? What is your learning style? Do you learn best by reading, watching, listening or doing? How you learn says a lot about you as a person, but it also says a lot about the best ways for you to approach your schoolwork. Knowing your learning style can help you do your best in school.

Learning Styles

Learning styles can be organized into four basic areas: kinesthetic, tactile, visual and auditory. If you learn best when you can move around and physically do things, your learning style is kinesthetic. If you learn best by using your hands, your style is tactile. If you prefer learning by watching or reading, your style is visual. Finally, if you prefer having discussions and thinking aloud when learning, then your style is auditory. Most people use all four styles in learning, but everyone has defi nite preferences. Can you identify the learning style that best describes you?

Your Learning Style

You will be assigned to teach either visual, tactile, kinesthetic, or auditory learners how to hit a home run or another task you know a lot about. In the ovals below, brainstorm how you would teach this task to the learners assigned to you.

collaborate to work with others to achieve a goal or accomplish a task

WORDS FOR SUCCESS

kinesthetic (body) learning by moving and physically doing things

tactile (feel / touch) learning by using a “hands-on” approach



Teach the Text Have students read the text individually. As they read, they should underline or highlight their preferred learning style. In the margins, students should write down one study method that they use that reflects their learning preference. Review students’ methods and styles as a class.

Optional ApproachBrainstorm different study methods that work well for each learning style. Record them in a chart.

Monitor Comprehension• How would knowing your learning style

help you study more effectively?

• What are the benefits to collaborating with others?

• How can you use your personal learning style effectively in a collaborative setting?

✔ ✔ identify and define the three

learning styles explained in

the text.

✔ ✔ identify which learning style

they prefer.

✔ ✔ use collaborative work

methods effectively based on

individual learning styles.


Extensions

Students can extend their understanding of learning styles by ranking the styles from “most like me” to “least like me.” Then have students use a recent assignment as an example to describe how they used various learning styles to successfully complete the assignment.

Ex

Students c

CORE ALIGNED STANDARDS CORE ALIGNED STANDARDS



21st Century

Communicate Clearly (LI.CC.1)Make Judgments and Decisions (LI.CT.3)

HOW Do I Get There?

UNIT 4 LESSON 2 57

UNIT 4


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Your Learning Style 57

My Learning Style

Techniques for Using Learning

Styles to Study

One reason it’s helpful to know your own learning style is to prepare for the wide variety of classes that might appeal to diff erent learners. For example, kinesthetic learners would naturally enjoy a class involving hands-on demonstrations. Tactile learners would learn better from dissecting a frog in biology rather than reading about it. If you understand the styles that seem most natural for certain classes, you can plan ahead for success. Even when taking notes, you can use your learning style to help you work eff ectively. For example, writing lecture notes in outline form will require you to listen carefully. Auditory learners might like this approach. Meanwhile, a visual learner might do better by mapping out the main ideas of the lecture in a web. Th ere really isn’t a right or wrong way to do it; it’s just fi nding out what works for you.

Collaborative Work

Understanding your learning style can also help you collaborate eff ectively or work with other students to accomplish specifi c tasks. For example, if you and three classmates are planning a presentation for social studies class, you might divide the work according to your diff erent styles. Maybe the tactile learner of the group could be in charge of creating props or setting up hands-on activities, while the visual learner could create maps or posters. How might a kinesthetic learner help? An auditory learner? By working together and drawing on each other’s strengths, you could create a more interesting and eff ective presentation for the rest of your class.

WORK ZONEGo to the

Write or draw something to explain the learning style that best describes the way you like to learn.

visual (eyes) learning by watching, seeing or reading auditory (mouth / ears) learning by listening, speaking or thinking aloud



WORK ZONE

EQ 1

EQ 2

EQ 3

ESSENTIAL QUESTIONS

What is the Cornell Note-

taking technique?

How could I take better

notes?

How can taking good notes

help me?

Preview the TextReview the Cornell Notes chart on page 59 with students. Say: This is a short explanation of a page of notes taken in the Cornell style. Explain each section of the page, beginning with the large section on the right. Ask: Why would this style be helpful for studying for an exam or writing a paper?


Have students read the entry definitions and define the terms in their own words. Then have students label note-taking and summary sections of a page of Cornell Notes.


the activity.

Proficient learners

Have students complete the Work Zone activity with a partner. Ask them to use the sections of underlined text as a guide. Have two sets of partners work together in a group of four to compare the content of their notes, the key facts in their left margins, and their summaries. Allow time for students to give each other feedback to improve their note-taking skills.

Struggling learners Work through the first section of the lesson, “Why Take Notes?” as a group. Assist students in taking notes on text that you underline. Brainstorm key facts to write in the left margin. Have students list the methods they used to take notes in the “How I Could Improve My Note-Taking” box in the Work Zone on page 58. Model how to formulate benefits of improving note-taking for students.

Proficient learners


58 EDUCATOR GUIDE


SENTIA

LE4 L444444444444444444

WORK ZONE

58 UNIT 4 Lesson 3

How I Could Improve MyNote-Taking

Benefi t

Benefi t


In the space below, indicate how you could improve your note-taking skills and describe at least two benefi ts of improving those skills.

Why Take Notes?

Th e next time one of your classes begins, glance around the room. How are your classmates getting ready to learn? Are they clearing off their desks? Are they pulling out notebooks and pencils? Does it look like people are getting ready to listen and take notes? What is your routine to begin class? Do you take notes? Of all the skills you will have developed in high school, taking notes is among the most important. You will use this skill all the way through college to organize and remember information from class discussions, lectures and reading assignments. You will also use notes to help prepare for essays, projects, tests and presentations. Since it’s such an important skill, fi nding a note-taking method that works for you is really helpful.

Cornell Notes

One method for note-taking that has helped many students in high school and college was developed at Cornell University. When you take Cornell Notes, you divide your paper into two basic columns. Th e column on the right will take up about two-thirds of the page, and the column on the left will take up a third. In the right column, you will write as much important information as possible during lectures, discussions and reading assignments. Aft er you have fi nished taking notes, you will use the left column to write any key concepts, questions or vocabulary words that give you a big-picture view of the notes you just took. Across the bottom of the paper, leave space to write a summary of your notes.

note-taking an organized way to write down important information

summary a brief version of something that has been said or written

WORDS FOR SUCCESS

Taking Notes



Teach the Text Have students read the lesson individually, underlining key information for future note-taking. Review underlined information to evaluate key points as a class.

Optional ApproachHave students take Cornell-style notes on a lecture based on Unit 4, Lesson 2: Learning Styles.

Monitor Comprehension• Discuss how a set style of note-taking

can improve students’ learning potential.

• Ask students to give examples of how a particular learning style could impact note-taking and studying methods.

✔ ✔ identify why using a note-

taking strategy will improve

study habits.

✔ ✔ take notes using the Cornell

method.

✔ ✔ adapt the Cornell method to

fit their learning styles.



W2 Generating Content CRR1 Comprehension of Words, Sentences, and Components of TextsR4 Using Strategies to Comprehend Texts

21st Century

Make Judgments and Decisions (LI.CT.3)Be Self-directed Learners (LC.IS.3)

HOW Do I Get There?

UNIT 4 LESSON 3 59

UNIT 4


WH

ER

E A

m I G

oing

?H

OW

Do

I Get T

here?

WH

O A

m I?

WH

ER

E A

m I G

oingg

?H

OW

Do

I Get T

here?

WH

O A

m I?

Taking Notes 59

Cues Notes

Summary

Taking Cornell Notes

Cornell Note-taking is a simple way to organize your thoughts, which are set up so that you can go back and reinforce your learning from class by revisiting and reviewing your work. Th e best way to truly remember and learn new information is to engage it actively. Aft er taking notes, ask yourself questions about the content you recorded in the right-hand column. Write the questions in the left -hand column. To study, cover the right-hand column and answer the questions in the left -hand column. Do this as oft en as you need to, even weekly, until you have really learned the material.You will want to review all three sections of a Cornell Note page frequently, and defi nitely before an exam. Th e format makes it fairly easy to focus on the content you really need to master.

Studying from Your

Cornell Notes

Your notes won’t help you that much if you don’t spend time learning from them. Experts recommend using the “Five Rs” to learn the material you’ve captured in your notes. You’ve already learned that the fi rst “R” is to record meaningful facts in the “note-taking”

column. As soon as you can aft er class, reduce, or summarize, the material in the left -hand column. Summarizing helps clarify information, and helps lodge what you’ve just learned into your brain. Next, cover the main column up, and recite as much of the information as possible. Saying things out loud helps you get that information into your long-term memory. At some point, refl ect upon the material. Th ink about it! Feel free to have opinions about the content. Make it yours. Finally, review the notes. Because your

Mini Cornell Notes Page

Cues Note-taking columnHere, write questions you have about the content.

Write key concepts and vocabularyas well.

Divide your paper (it can be any size) into three sections: the large note-taking column, the smaller left -hand column, and a summary band atthe bottom.

In the note-taking column, record important information from your reading or lecture. Use abbreviations and brief sentences.

SummaryAft er class, summarize your notes. Summarizing in your own words increases your understanding of a topic. Th is space will be useful when you are studying for a quiz or test on the topic.

Use the sample Cornell Notes page below to capture what you’ve learned from this lesson about note-taking.



WORK ZONE

Teach the Text cont...Monitor Comprehension• Ask students to explain how to use the

five R’s to study their notes.

• Discuss how to modify a note-taking strategy to fit various academic situations.


the activity.

English Language Learners Assist students in defining the five Rs. Encourage them to use their native languages as necessary. Explain that as they practice the five R’s, they can study in both English and their native language.


Students may be unfamiliar with the necessity of designing a study plan for academic success. Explain that using a note-taking or study routine allows them to focus on learning the content or skills being taught rather than getting caught up in the process of studying.

Proficient learners

After taking notes in another class and completing the activity individually, divide students into small groups of four or five for discussion. Have each student share his or her experience with the five R’s with the small group. Each group should tally which of the five R’s students preferred and share this number with the class.

Struggling learners Ask a student volunteer to share his or her Cornell Notes from another class for the large group to evaluate. Discuss successful elements of the notes and where the student can improve note-taking. Then ask students to review their own notes and write their evaluations in another color in the margins. As a group, discuss which of the five R’s students found most helpful and why.


y

Proficient learners



60 EDUCATOR GUIDE


ch the T

LE4 L444444444444444444

60 UNIT 4 Lesson 3

My Experience with the 5 Rs

notes are so well organized, you don’t need to spend a lot of time reviewing, but you should review frequently. Th e 5 Rs will help you retain information for the semester, through high school, and maybe even a lifetime.

Finding Your Style

One way to fi gure out the note-taking method that suits you best is to consider your personal learning style and apply that to how you take notes. For example, if you are an auditory learner—that is, someone who learns by listening and talking—you might fi nd it useful to study your notes aloud aft er class by talking through them with a friend. If you are a visual learner, you might prefer some sort of a mapping method like a web or cluster. If, however, you are a tactile or “hands-on” learner, you might fi nd yourself actually trying out a concept from the notes. For example, if you are studying how people react to unexpected prompts or noises, you might try it out by clapping your hands behind a friend’s head to see what kind of a response you get. As you experiment with diff erent methods that fi t best with your learning style, you will eventually fi nd the most useful way of taking notes for yourself.

Notes for Different Occasions

As you practice diff erent note-taking strategies, you might also fi nd that some approaches work better for diff erent classes. For example, in classes that rely more on lectures, Cornell Notes might be the best way to stay focused and organize your thinking. Don’t be afraid to modify your approach in order to help you remember the most important concepts and ideas from class. Th e most important thing is to use a note-taking method that helps you retain information.

WORK ZONEUse the Cornell Notes template on the next page to take notes in one of your academic classes. Then use the 5 Rs to study the notes. Which of the 5 Rs helped you the most? Explain below.

WORK ZONEGo to the

Do you like to doodle during class? Put it to good use by drawing pictures that

relate to the lecture or reading and help you visualize the subject

better.

o you lidoodle duringPut it to goodd

Dodo

TIPTIP



Extensions

Have students keep a study journal as they prepare for a quiz or test. Ask them to keep track of how they took notes in class, how they reviewed their notes, and how prepared they felt for the quiz/test. After taking the quiz/test, discuss the pros and cons of students’ individual methods. Encourage students to consider how well prepared they felt compared to the actual grade they achieved. Have students evaluate their study habits and note how they can improve.

Ex

Have stude

✔ ✔ use the five R’s to study their

notes.

✔ ✔ modify the Cornell Note-

taking method to meet their

individual needs.

✔ ✔ take notes that help them

prepare for tests.


HOW Do I Get There?

UNIT 4 LESSON 3 61

TIP


WH

ER

E A

m I G

oing

?H

OW

Do

I Get T

here?

WH

O A

m I?

WH

ER

E A

m I G

oingg

?H

OW

Do

I Get T

here?

WH

O A

m I?

Taking Notes 61

Cues Notes

Summary



WORK ZONE

EQ 1

EQ 2

EQ 3

ESSENTIAL QUESTIONS

How can the Internet help

me plan and prepare for

college?

Can I trust everything I

read on the Internet? Why

or why not?

How can I protect myself

when using the Internet?

Preview the TextHave students read each section head and change it into a question. As a group, predict answers to each of these questions.


Have students read the entry definitions and define the terms in their own words. Have students make a list of social networking websites that they are familiar with or that they use. Then have them list the pros and cons of participating in social networking websites.


the activity.

Proficient learners

Have students work with a partner to develop a list of 5–10 websites they have recently used. Then have them complete the chart with their partners. Ask them to complete the assignment outside of class. Then set aside time in class for partners to discuss the accuracy of their assumptions with one another.

Struggling learners As a class, brainstorm a list of 10–20 websites from which to choose. Make sure to include the websites’ addresses in the list. Choose one of the sites and use it to model completing the chart. Then have students complete their charts individually. Circulate around the room to offer support as necessary.

Proficient learners


62 EDUCATOR GUIDE


SENTIA

LE4 L444444444444444444

WORK ZONE

62 UNIT 4 Lesson 4


Fill in the chart below with details about three websites that you might use for research purposes. Based on what you know, rate the website’s level of reliability on a scale of one to fi ve, with fi ve representing “excellent.” Then go to the websites after class and see how your assumptions hold up.

From social networking to researching a topic for school, the Internet is a part of daily life. It’s a fast and easy way to look things up and gather opinions, but it’s also easy to forget that there is lots of unreliable and misleading information on the Web. Anyone can post something online, but not everyone can be trusted to be knowledgeable, accurate, honest and unbiased. So how can you tell if the information you fi nd online is reliable? Here are some ways to verify whether a website, blog or tweet is trustworthy.

Know Who the Author Is

Who wrote or posted it? If you can’t identify the person or organization responsible for the information, don’t use it. If you are looking at an

article online, check to see if the site provides the author’s name and qualifi cations for writing on the subject. If there is no bio, look for one elsewhere on the Web.

Know the Website’s Purpose

All websites serve a purpose. Figuring out the purpose of the site helps you know whether or not the site can be trusted. Look out for motives, like selling products or pushing a particular point of view, that could result in biased or misleading information. Check out the home page and the “About Us” page. Look for a mission statement to learn more about the site, its purpose, and the organization sponsoring it.

Using the Internet Wisely

WORDS FOR SUCCESS

social networking interacting with other people online in order to share ideas

Website Address Website Type Date Created/Updated

Assumptions

Reality


Did You Know?



Teach the Text Have students read the text in pairs and take notes on the material using the Cornell method. Have them write three pages of notes, each with a separate summary: one page for Using the Internet

Wisely, one for Planning for College with

Social Networks, and one for Be Virtually

Street Smart. Have students share their summaries with the class.

Optional ApproachUsing a Think-Pair-Share, have students think of a time when they did not use the Internet wisely. Have them share their examples with their partners.

Monitor Comprehension• Explain why knowing the author and

purpose of a website is important.

• How can the date on a Web page affect the accuracy of information posted there?

• How might highly emotional or sarcastic language be a “red flag” for the accuracy of a Web page’s content?

✔ ✔ describe the differences

between reliable and

unreliable websites.

✔ ✔ describe how the author’s

tone can indicate the

reliability of a website’s

content.

✔ ✔ understand how the Internet

can help them search for

college information.



W2 Generating Content RM2 Understanding, Interpreting, Analyzing and Evaluating Media

Communication

21st Century

Access and Evaluate Information (IMT.IL.1) Analyze Media (IMT.ML.1)*

ASCA

A.10 Technology

HOW Do I Get There?

UNIT 4 LESSON 4 63

UNIT 4


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Using the Internet Wisely 63

Another way to check a website’s reliability is to investigate the links located on the site. If they take you to a site with an ulterior purpose you may want to rethink the site’s credibility.

Check the Date

Sometimes the reliability and accuracy of information can deteriorate over time. Th is is especially true for factual information, such as the data on college search websites. Check to see if the website provides a “last updated” date. Th e more recent the Web page, the more likely the facts are still relevant.

Read Between the Lines

Be wary of overly emotional language that might anger or excite people. If a writer uses “over the top” language, it may be an indication that the writer has had an uncommon experience. Th ink of a friend who dislikes the music you listen to. Th ink of the diff erence between how he or she

would describe your music as opposed to the language you might use. Keep in mind that ironic or sarcastic language is usually a sign of bias, or that the writer is not all that serious. Clear and rational information, even if negative, is always more helpful when researching an important topic, like college or a career.

Website Author/CreatorWebsite Purpose/

Links ListedReliability Rating

Assumptions

Reality

Just about every college has its own website, which is often

the best source for detailed information about that college. However, keep in mind that the quality of the website does not always refl ect the quality of the

college.




WORK ZONE

Teach the Text cont...Monitor Comprehension• How does using good judgment about

the content of a website benefit you as you prepare for college?

• It is crucial that the information you get from the Internet be verifiable. Why?

• Give three examples of ways to be “Virtually Street Smart.”


the activity.

English Language LearnersRemind students that communicating in their native language does not protect them from Internet predators. Additionally, they may be able to use content from reliable sites in their native language for research purposes.

First Generation StudentsEncourage first generation students to use social networking to seek connections with admission offices at schools where they plan to apply. They can use these personal connections to answer their questions on the application process.

Proficient learners

Have students complete the activity with a partner. Outside of class, have students use the criteria they developed to make a list of five colleges they can research more completely.

Struggling learners Choose one of the four topics and facilitate a class discussion on what you have heard about the topic from others. Model completing this section of the chart for the class. Then have students complete the activity with a partner while you circulate around the room to offer support.


y

Proficient learners



64 EDUCATOR GUIDE


ch the T

LE4 L444444444444444444

64 UNIT 4 Lesson 4

Planning for College with

Social Networks

Using social network sites like Facebook or just IM’ing your friends is a good way to get diff erent perspectives while planning for college. For example, you might want to fi nd out what your friends or other students think about a certain college you are interested in. Th is input can be very persuasive, but also misleading if you don’t take care to consider just how informed or relevant the information is.

Does It Make Sense?

Make sure that the advice you get from social networking sites fi ts the way you think and is in keeping with what you like, want or need. Imagine receiving information about East Coast schools from a person who spent his college experience in the Midwest. Or imagine what a person who attended a private school might say about public schools. In both situations, the source might not be reliable if their opinions are based on criteria you don’t agree with. It’s best to talk with others about the topic before accepting one person’s opinion.

Is It Verifi able?

If you asked the students at your high school how many credits you need to graduate, most of them, especially the seniors, might know the answer. But others might give you their best guess. You’d be wise to verify what you hear by checking your school Web page or by asking a counselor. As you plan for college and think about future careers, make sure that the information you get from social networking can be verifi ed or comes from a trustworthy source. Remember that students sometimes just pass along some unverifi able statement heard from someone else. Again, it’s best to gather more than one opinion. Sites created by individual colleges or by the College Board are good places to go to make sure that the information you fi nd is reliable.

Be Virtually Street Smart

Going online is a lot like going into a big city, with lots of things to see, places to visit and people to meet. But like in any city, you have to be “street smart.” Th at means being aware that there are dangers, and staying alert to situations and people that you should avoid, or approach with caution. Th inking twice before you do something online is usually the best self-protection.

WORK ZONETalk with a partner about the following four topics and how they relate to college. Discuss what you have heard about them from others. Then write down a few things you are looking for in these areas when it comes to your own college search.

Academics College Life



Extensions

Have students talk with a trusted adult about the potential dangers of using the Internet or other online device. Have them also discuss how to avoid those dangers. Students should prepare five interview questions in advance and take notes on their conversation. Each student should write a summary of their conversation to share with the class.

Extensions

Have students talk with a trusted adult


✔ explain effective ways to use social networks to research the college experience.

✔ name three ways to be virtually street smart.


Proficient learners

Have students complete the activity with a partner. Outside of class, have students use the criteria they developed to make a list of five colleges they can research more completely.

Struggling learners Choose one of the four topics and facilitate a class discussion on what you have heard about the topic from others. Model completing this section of the chart for the class. Then have students complete the activity with a partner while you circulate around the room to offer support.

HOW Do I Get There?

UNIT 4 LESSON 4 65

64 UNIT 4 Lesson 4

Planning for College with

Social Networks

Using social network sites like Facebook or just IM’ing your friends is a good way to get di� erent perspectives while planning for college. For example, you might want to � nd out what your friends or other students think about a certain college you are interested in. � is input can be very persuasive, but also misleading if you don’t take care to consider just how informed or relevant the information is.

Does It Make Sense?

Make sure that the advice you get from social networking sites � ts the way you think and is in keeping with what you like, want or need. Imagine receiving information about East Coast schools from a person who spent his college experience in the Midwest. Or imagine what a person who attended a private school might say about public schools. In both situations, the source might not be reliable if their opinions are based on criteria you don’t agree with. It’s best to talk with others about the topic before accepting one person’s opinion.

Is It Verifi able?

If you asked the students at your high school how many credits you need to graduate, most of them, especially the seniors, might know the answer. But others might give you their best guess. You’d be wise to verify what you hear by checking your school Web page or by asking a counselor. As you plan for college and think about future careers, make sure that the information you get from social networking can be veri� ed or comes from a trustworthy source. Remember that students sometimes just pass along some unveri� able statement heard from someone else. Again, it’s best to gather more than one opinion. Sites created by individual colleges or by the College Board are good places to go to make sure that the information you � nd is reliable.

Be Virtually Street Smart

Going online is a lot like going into a big city, with lots of things to see, places to visit and people to meet. But like in any city, you have to be “street smart.” � at means being aware that there are dangers, and staying alert to situations and people that you should avoid, or approach with caution. � inking twice before you do something online is usually the best self-protection.

WORK ZONETalk with a partner about the following four topics and how they relate to college. Discuss what you have heard about them from others. Then write down a few things you are looking for in these areas when it comes to your own college search.

Academics College Life


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Using the Internet Wisely 65

Protect Your Public ImageAlways think carefully about what you upload or share about yourself. Your online pro� le can be viewed by anyone, including college admission o� cers—and they do look. Make sure there is nothing out there that will embarrass you, especially photos or videos. Remember that nothing is private in cyberspace—even things you share only with friends.

Protect Your IdentitySlow down if a website you aren’t familiar with asks you for information about yourself or your family before letting you in. Keep your identity private. And don’t download anything from a website unless you are sure it’s trustworthy. It’s too easy for your computer to get infected with “spyware” and viruses, even if you have a virus protection program installed.

Be Safe with Cell PhonesEven when using your cell phone or instant messaging, you have to keep your guard up. Again, remember that nothing is private online, and once you post or forward something, people you don’t know can � nd it and use it.

WORK ZONEGo to the

College Location Sports/Organizations

WORK ZONE

EQ 1

EQ 2

ESSENTIAL QUESTIONS

What college admission tests

should I take? When should I

take them?

How do placement tests

differ from admission tests?

Preview the TextHave students preview the lesson by scanning the title and subheads. Ask:

Has anyone already taken a standardized test or placement test? Chances are good that students will have some previous experience with standardized tests. Make an explicit connection between their prior experience and upcoming admission and placement tests.


Have students read the entry definitions and define the terms in their own words. Have students react to admission test, placement tests, SAT Subject Tests™, and Advanced Placement Program® (AP®) or discuss what they think each term means.


the activity.

Proficient learners

Have students complete the chart individually. Divide students into groups of three to discuss the “Game Plan for Improving” section. Have students in small groups share their ideas for improving in their areas of need. Each small group should choose three of the best ideas to share with the whole class.

Struggling learners Complete the activity as a class. Brainstorm areas of difficulty and list them in a reproduced chart on the board. Methodically address each item on the list. Write and display ways to improve in the “Game Plan for Improving” section of the chart.

Proficient learners


66 EDUCATOR GUIDE


SENTIA

LE4 L444444444444444444

WORK ZONE

66 UNIT 4 Lesson 5


Making Tests Work for You

Tests help you see what you have learned, and what you still need to master. In your junior and senior years of high school, you will probably have to take a college admission test to satisfy the admission requirements at the colleges you are considering. You might also take tests that colleges use to place students into honors or advanced courses, or to award scholarships. You can learn a lot from these tests about what you know, need help with, and how you can become a better student. Some of the tests you might take include the PSAT/NMSQT®, the SAT®, SAT Subject Tests™ and the Advanced Placement Program® (AP®).

Preparation

College admission tests measure what you’ve learned in school. Th e best way to get ready for them is to take challenging courses, work hard and read as much as you can. Th ere is no point in cramming. In fact, it’s better to relax and stay positive.Th at said, no one should take an important test “cold.” Get to know the format and types of questions on the tests, and read up on basic test-taking skills. Th ere are free practice tests and sample questions available for all college admission and placement tests. You may be able to fi nd samples of these practice tests online or from books in the library or a bookstore. Use these to get a sense of the test format, timing and what you’ll be asked.

Using Tests to Your Advantage

WORDS FOR SUCCESS

admission test a standardized test, such as the SAT, used as one measure for college admission

SAT Subject Tests college admission tests that give students the opportunity to demonstrate their skills in specifi c subject areas

Reading/English Writing

Under each academic subject, write down two or three things you fi nd diffi cult about the subject. In the last column, write down some ways you could improve on the topics that are the most diffi cult for you.

Word meanings Using punctuation correctly


Did You Know?



Teach the Text As students read the text independently, have them underline or highlight key information. Ask them to write any questions or comments about the lesson in the margins of the text. Facilitate a class discussion centered on students’ reactions and questions about the reading.

Optional ApproachHave six student volunteers read one section each and state its main idea.

Monitor Comprehension• Discuss ways to prepare for college

admission and placement tests.

• What is the difference between the PSAT/NMSQT® and the SAT®?

✔ ✔ identify the difference

between an admission test

and a placement test.

✔ ✔ create a plan for preparing

for the PSAT/NMSQT or SAT.

✔ ✔ describe other important

areas of achievement that

impact college admission.



W2 Generating Content CRW3 Drafting CR

21st Century

Be Self-directed Learners (LC.IS.3) Make Judgments and Decisions (LI.CT.3)Solve Problems (LI.CT.4)*

ASCA:

A.9. Evaluation, Assessment and Interpretation

HOW Do I Get There?

UNIT 4 LESSON 5 67

UNIT 4


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Using Tests to Your Advantage 67

PSAT/NMSQT

One of the fi rst tests you might encounter that indicates college readiness is the PSAT/NMSQT. Th is is given in the junior year, and at many schools, in the sophomore year as well. It is a practice test for the SAT, and it is given in October. Aft er you take the PSAT/NMSQT, you get a test score and a skill feedback summary for each section of the test: critical reading, math and writing. Th is report provides personalized feedback as well as suggestions for improvement. Th is is one test you don’t register for on your own. Ask your teacher or counselor when you should take the PSAT/NMSQT at your school.

College Admission Tests

Th e SAT is a college admission test. While your high school grades are a pretty good predictor of how well you’ll do in college, research shows your SAT score is just as good a predictor. What’s more, when your high school grades are combined with your SAT score, research shows that both are more accurate than either alone. Also, it can be hard for colleges to compare students from diff erent high schools. Th e SAT gives colleges an objective way to evaluate what students know and can do. It’s intended to supplement, not replace, your high school record and other information in assessing your readiness for college-level work.Many students take the SAT in the spring of their junior year. Some students take it again in the fall of their senior year.

When you take the PSAT/NMSQT as a junior, you could

qualify for scholarships.


WORK ZONEGo to the


placement tests tests used by colleges to assess students’ levels of achievement in various academic areas so that they can be enrolled in the most appropriate courses

Mathematics Game Plan for Improving

Finding percentages correctly



WORK ZONE

Teach the Text cont...Monitor Comprehension• Name two purposes for the SAT Subject

Tests.

• How is preparing for the SAT Subject Tests similar to preparing for other standardized tests? How is it different?

• Why might students want to take AP courses?


the activity.

English Language Learners Reinforce the suggestion that students with experience in another language take the corresponding SAT Subject Test to strengthen their college application. Make sure students understand the idiom “Game Plan” on page 67.


Explain that, in addition to qualifying for scholarships, a high score on the PSAT/NMSQT gains the attention of colleges with tougher admission standards. Encourage students to treat the PSAT/NMSQT like a “real” exam rather than a practice round.

Proficient learners

After completing the paragraph on page 68 individually, have students pair with struggling learners to brainstorm test-taking advice on page 69. Partners can choose one or two of their best pieces of advice to share with the class.

Struggling learners Make a list of positive test-taking experiences as a class. Display the list on the board. Have students take turns explaining why the example experiences were successful. Then circulate among students as they write their paragraphs. Struggling learners should pair with proficient learners to develop test-taking advice.


y

Proficient learners



68 EDUCATOR GUIDE


ch the T

LE4 L444444444444444444

68 UNIT 4 Lesson 5

How to Succeed in Testing

SAT Subject TestsTM

SAT Subject Tests are exams, off ered in various subjects, that measure achievement in foreign languages, mathematics, sciences, history and literature. Many colleges use the SAT Subject Tests for admission decisions and course placement and for advising students about course selection. Some colleges specify the SAT Subject Tests that they require for admission or placement, while others allow you to choose which tests to take. Th e SAT Subject Tests are a great way to distinguish yourself in the admission process.You should consider taking the SAT Subject Tests in areas you like or in which you excel or shine. You should also fi nd out how the colleges you are considering use the SAT Subject Test scores.Specifi cally, you should look to see whether the schools require these scores for admission and if so, how many tests and in which subjects.

Most students take the SAT Subject Tests in their junior or senior year. You should take the SAT Subject Tests as soon as possible aft er completing course work for that subject. Th is way, the material is still fresh in your mind. Th e only exception to that recommendation is the foreign language tests, where students tend to do better aft er at least two yearsof study.Also, if you come from a home where a language other than English is spoken, and you have taken some courses in that language, check to see whether an SAT Subject Test exists for that language.Before you take any of the SAT Subject Tests, become familiar with the organization of the tests in which you are interested. Sample questions, sample test directions, and other resources to help you prepare for the tests are available online.

WORK ZONE

Think about a time when you felt very successful in a testing situation. Write a short paragraph describing what made that testing experience different from other less successful tests.


Did You Know?



Extensions

Have students interview a junior or senior who has taken the SAT or another admission test. Before the interview, students should prepare at least five questions about the experiences of preparing for and taking the test. Students should write summaries of their interviews to share with the class.

Extensions

Have students interview a junior or


✔ identify successful test-taking strategies based on the Work Zone activities.

✔ explain the benefits of taking at least one SAT Subject Test to use for college admission.

✔ explain why participation in the Advanced Placement Program during high school can help them succeed in college.


Proficient learners

After completing the paragraph on page 68 individually, have students pair with struggling learners to brainstorm test-taking advice on page 69. Partners can choose one or two of their best pieces of advice to share with the class.

Struggling learners Make a list of positive test-taking experiences as a class. Display the list on the board. Have students take turns explaining why the example experiences were successful. Then circulate among students as they write their paragraphs. Struggling learners should pair with proficient learners to develop test-taking advice.

HOW Do I Get There?

UNIT 4 LESSON 5 69

68 UNIT 4 Lesson 5

How to Succeed in Testing

SAT Subject TestsTM

SAT Subject Tests are exams, o� ered in various subjects, that measure achievement in foreign languages, mathematics, sciences, history and literature. Many colleges use the SAT Subject Tests for admission decisions and course placement and for advising students about course selection. Some colleges specify the SAT Subject Tests that they require for admission or placement, while others allow you to choose which tests to take. � e SAT Subject Tests are a great way to distinguish yourself in the admission process.You should consider taking the SAT Subject Tests in areas you like or in which you excel or shine. You should also � nd out how the colleges you are considering use the SAT Subject Test scores.Speci� cally, you should look to see whether the schools require these scores for admission and if so, how many tests and in which subjects.

Most students take the SAT Subject Tests in their junior or senior year. You should take the SAT Subject Tests as soon as possible a� er completing course work for that subject. � is way, the material is still fresh in your mind. � e only exception to that recommendation is the foreign language tests, where students tend to do better a� er at least two yearsof study.Also, if you come from a home where a language other than English is spoken, and you have taken some courses in that language, check to see whether an SAT Subject Test exists for that language.Before you take any of the SAT Subject Tests, become familiar with the organization of the tests in which you are interested. Sample questions, sample test directions, and other resources to help you prepare for the tests are available online.

WORK ZONE

Think about a time when you felt very successful in a testing situation. Write a short paragraph describing what made that testing experience different from other less successful tests.


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Using Tests to Your Advantage 69

Test-Taking Advice

Advanced Placement® Courses Your school may o� er Advanced Placement (AP) courses. � ese are college-level courses taught by high school teachers. An exam is given for each subject every May. AP courses give you a chance to do college-level work while still in high school. Research studies have shown that students who succeed in AP courses are more likely to experience success in college.In all, there are more than 30 AP courses. AP courses are challenging, but they can be very rewarding. Talk to your teachers or counselor about taking an AP course or two. If you choose to take the AP Exam, and you do well, you will have the chance to earn college credit before even setting foot on campus.

Write some advice to yourself about how to do well on admission or placement tests. Keep the list to review just before you take the PSAT/NMSQT, SAT, or an AP Exam. See the example below for an idea.

WORK ZONEGo to the

1.

2.

3.

4.

Calm down. My classes have prepared me for this.

Some colleges use scores from the

SAT to exempt, or excuse, students from taking

introductory courses in English and Math. This is just one more reason

to do well on these admission tests.

Did You Know?

UNITUNIT555


ENDURING UNDERSTANDING: My extracurricular choices contribute to the achievement of my goals.

After Classes Are DismissedUNIT OBJECTIVES

Students understand how colleges view extracurricular activities; understand the difference between deep involvement in one activity and lighter involvement in many; understand the self-development benefits beyond building a résumé; and learn that their extracurricular interests reveal their aptitudes.

LESSON 1

Extracurricular Activities: Students learn the value of pursuing their interests in after-class activities. They learn how colleges assess their extracurricular activities. They reflect on leadership, and what it means to take a leadership role in a club or sport. They learn to assess what they are learning about themselves and the world through their extracurricular activities.

• Extracurricular activities are important for personal growth and as a means of discovering talents and skills, and many colleges consider them as part of the admission process. Currently, about 32 percent of all four-year colleges consider an applicant’s extracurricular activities as an important or very important factor in the admission decision (College Board, 2008). An activity can be school related or not: church, community, non-school sports—all are of interest to colleges.

• Emphasize that colleges prefer to see sustained involvement in a few activities rather than dabbling in many, as evidence of genuine interest and commitment.

• Help your students understand that they should become engaged in an activity that genuinely interests them, rather than one that they think will look good on a college application. They are much more likely to develop the characteristics colleges look for in an activity they enjoy and are willing to commit to.

• Activities can help your students learn who they are as people: what they enjoy doing, how they relate to others and what kind of group member they are. These discoveries can also indicate what kinds of majors or careers a student might be suited for.

70A EDUCATOR GUIDE


Engaging FamiliesEncourage families to discuss extracurricular activities and job opportunities. Have students and family members make lists of activities that students may be interested in or job opportunities they can pursue.


Pages 76–77

PO

es 76–77

EngEncoextraand jstudemakestudeor jobpursu

PPage

LESSON 1 cont...

• Students who cannot participate in extracurricular activities because they have to take care of a family member, or work to contribute to household expenses, should not feel that this will hurt their chance of college admission. College admission representatives understand that other responsibilities prevent some students from participating in after-school events. These other commitments can be explained in the college application, and are often considered by colleges to be similar evidence of maturity and commitment.

LESSON 2

Getting a Job: Students learn the value of work—that showing up on time, getting along with others, following directions, carrying out responsibilities and time management are all skills that will serve them well in the future. Students learn the pros and cons of having a part-time job, and explore ways of finding a part-time job or volunteer opportunity.

• More than a third of high school students hold part-time jobs. They may work to contribute to family expenses, for their own pocket money and/or to save for college. There are pros and cons to blending work and school. Among the pros are making money and learning to manage money; learning about responsibility and time management; and learning to deal with customers and co-workers. Among the cons: lack of sleep, insufficient time to focus on course work, decreasing personal or social time and conflicts with extracurricular activities.

• Colleges recognize that valuable skills are developed through holding a job. When students apply for colleges, they should highlight the valuable experiences they have gained by working.

• Recent research in the Journal of Human Resources found no difference in the grade-point average of working and non-working students but a negative effect of hours worked on completion of academic credits. Encourage your students to keep their eyes on the ball: successful completion of a college-prep program of study.



UNIT OBJECTIVES







development.




Think AloudThink about the Enduring Understanding with students. Ask students to brainstorm a list of different clubs, organizations and sports your school offers. Then have small groups share which extracurricular activities they are involved in or find interesting. Encourage students who participate in after-school activities to describe the club’s objectives and their individual responsibilities. Prompt students who volunteer in the community or with their church to share their experiences as well.





LO

OK

ING

BA

CK

UNIT OBJECTIVES







development.



70 EDUCATOR GUIDE

UNITUNITUNIT

T OBJE



After-school interests help develop who you are. Pursuing an interest in sports, music, clubs, youth groups or volunteering can help you decide what you like to do and let you have fun at the same time. After-school activities also teach you valuable skills and traits that can have a signifi cant effect on your future plans. Working a part-time job is a great way to earn money, and can also teach you important skills.

70 UNIT 5


After-school interests help develop who you are. Pursuing an interest in sports, music, clubs, youth groups or volunteeringcan help you decide what you like to do and let you havefun at the same time. After-school activities also teach you valuable skills and traits that can have a signifi cant effect on your future plans. Working a part-time job is a great way to earn money, and can also teach you important skills.


UNITUNIT555

LESSON 1 LESSON 2

Extracurricular Activities Getting a Job



5UNIT 55




the activity.

Proficient learnersHave students explain specific clubs or organizations that are available outside of the classroom. Have proficient learners describe the organizations that they know about to other students who are unaware or want to learn more about them.

Struggling learnersHelp students think of interests that could be related to an activity. For example, if students are interested in music, they might consider joining a choir, either at school or in the community. They might even consider starting their own band.

Proficient learners


Current want ads (Lesson 2)

State labor laws related to minors (Lesson 2)


Materials

HOW Do I Get There?


UNIT55



After Classes Are Dismissed 71


WORK ZONEComplete the organizer with activities or interests that you enjoy outside of the classroom.

“When I entered high school as a freshman I wanted to be a part of everything. I joined every club and every organization . . . but I was always out of time to do homework. It’s important to join a few extracurriculars that you’re passionate about and can really be involved in and balance your academics . . . . You have to start building your GPA from your freshman year and that’s just as important as extracurriculars.”

VOICE OF EXPERIENCE

Activities Outside of the Classroom



WORK ZONE

EQ 1

EQ 2

EQ 3

ESSENTIAL QUESTIONS

What are extracurricular

activities?

What is leadership?

How do extracurricular

activities help me grow and

develop skills?

Preview the TextHave students scan the title and subheads. Draw a circle on the board with the question “Why Participate?” Ask volunteers to provide reasons why students participate in extracurricular activities. Guide students to discuss why colleges consider extracurricular activities important in the admission process.


Break the word extracurricular into parts: The prefix extra- means “in addition to.” The root curricular means “the courses of study.” Have students make a list of extracurricular activities they participate in.


the activity.

Proficient learnersStudents may work independently or with a partner. Have students consider the different roles in various organizations, such as captain, president, secretary, or support person, and how leadership skills vary with each role. Students may interview teachers or other students to learn more extracurricular activities that the school offers to add to what they list in the chart on page 73.

Struggling learners Assist struggling learners by brainstorming a list of different kinds of activities available at your school. Have students focus on two they might consider joining. For the chart on page 73, offer suggestions of extracurricular activities, fields of study and careers to them.

Proficient learners


72 EDUCATOR GUIDE


SENTIA

LE5 L55555555555

WORK ZONE

72 UNIT 5 Lesson 1

basketball team member encouraging teamwork, getting team excited about winning


Why Participate?

Extracurricular activities are activities that are not required for graduation. Th ey are oft en referred to as “aft er-school activities,” but some extracurricular activities happen during the school day. Sports teams, band, choir and student council are all examples of extracurricular activities. Your fi rst instinct may be to join these activities only for fun, but these activities can help you prepare for getting into the college of your choice.

Learning About Yourself

Extracurricular activities are a great way to explore your interests and learn what you like to do. By participating in sports, you could realize that you enjoy being active and being with other athletes. As a result, you might want to pursue a career as an athletic trainer or a sports therapist. If you work on the school website, you may realize you want

to pursue a career in media technology. When thinking about participating in an extracurricular activity, you might look for one that is closely related to a major or career you could pursue in the future. Th e activity could potentially be the fi rst step toward that career. Or if you don’t like an extracurricular activity, you might be able to cross a potential major or career idea off your list so that you can concentrate on others that may be of more interest to you.

Building and Evaluating Leadership

Almost all college applications ask you to list your extracurricular activities from high school. Colleges ask for this for a few reasons. Participating in extracurricular activities helps you build certain skills that colleges like to see, such as teamwork. Your participation in extracurricular activities also shows colleges that you are able to maintain interest in something

Extracurricular Activities

In the left column, list two extracurricular activities in which you participate or hope to join. Then in the right column, describe the leadership skills you could develop from each activity. Consult with a teacher or counselor if necessary. Discuss your answers with a partner.

WORDS FOR SUCCESS

extracurricular activities activities that students can participate in aft er class, such as sports and clubs

Extracurricular Activities Leadership Skills


KNOW YOURSELF



Teach the TextRead the text as a class, having students underline examples of extracurricular activities and reasons why these activities are considered important by colleges.

Monitor ComprehensionEncourage discussion with talking points such as:

• What other benefits do students gain when they participate in sports?

• Name some organizations students can join if sports do not interest them.

• Explain why students involved in extracurricular activities often earn better grades than other students.

✔ ✔ identify extracurricular

activities they can join.

✔ ✔ identify leadership skills

developed in extracurricular

activities.

✔ ✔ discuss how extracurricular

activities are related to

exploration of one’s interests.



W2 Generating Content CR, R

21st Century

Be Self-directed Learners (LC.IS.3) Communicate Clearly (LI.CC.1) Use and Manage Information (IMT.IL.2)

Extensions

Have students research one or two organizations they think are interesting. Have them find out what is needed to join, when they meet, what they do, and how many students are in the group. Have students create a poster with their findings and present them to the class.

Ex

Have stude

HOW Do I Get There?

UNIT 5 LESSON 1 73

UNIT 5


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?

Extracurricular Activities 73

Extracurricular Activities Fields of Study / Career

KNOW YOURSELFKNOW YOURSELFList some of the extracurricular

activities your high school offers.

Circle the ones in which you

would like to participate.

Spanish Club Spanish, business, education, law

In the left column, list two or three extracurricular activities. Discuss with a partner some potential fi elds of study or careers that are related to each activity. Consult with a teacher or counselor if necessary. Then complete the column on the right with that information.

over a long period of time. Because colleges have extracurricular activities that need participants too, many colleges are looking for students who will be leaders on their campus. A college evaluates whether you could be a potential college leader by seeing if you were a leader at your high school or in your church or community. If you coached the local soccer team or were an offi cer of the chess club, the college will assume that you already possess leadership skills, such as motivating people to meet a particular goal, providing a positive example for others to follow, or serving as a group representative. Colleges see applications from many students. If you have the same grades and entrance exam scores as other students, your extracurricular activities may set you apart from the group. Th e college will view you as a more attractive candidate for admission.

Showing Your Management Skills

Another reason colleges want to know your extracurricular activities is that they show that you are good at handling a busy schedule. To be successful in college, you will need to manage your own schedule. (Th is is discussed in more detail in Unit 7.) When colleges see that you participated in extracurricular activities while maintaining good grades, they will feel confi dent that you have the skills to handle the class load that college students face.

WORK ZONEGo to the



WORK ZONE

EQ 1

EQ 2

EQ 3

ESSENTIAL QUESTIONS

What kinds of skills can I

learn from a job?

How can a job help me

prepare for college?

What are risks associated

with having a job?

Preview the TextHave students scan the title and subheads. Ask students who have jobs to share their work experience with the class. On the board, list some of the pros and cons of working while going to school. Ask students who are not working how they would go about looking for a job. Write their ideas on a chart and revise as you read the lesson.


Ask the following questions: Is a manager a boss? How is a manager like a teacher? Why are minors treated differently in the work place? Do minors have rights? Why do managers set up interviews? Why do people get nervous about job interviews? Encourage students to use the Words for Success in their answers.


the activity.

Proficient learners

Have students look at local or school newspaper ads for employment possibilities. If possible, try to partner students who work or who have had jobs with those who have never worked. Have students create a weekly/daily/hourly calendar, outlining their commitments to see how much time they could realistically commit to a job.

Struggling learners Prompt students to think about skills and interests they have which they could apply on a job. As a group, read some of the local classified ads aloud and discuss qualifications with their abilities. Encourage students to think about jobs they are interested in that may not be listed in the paper.

Proficient learners


74 EDUCATOR GUIDE


SENTIA

LE5 L55555555555

WORK ZONE

74 UNIT 5 Lesson 2


Discuss with a partner the part-time jobs you could get that you could balance with school and free time. Then write down all the skills you might learn from each job.

Working Part Time While

in School

Many people have their fi rst experience as an employee while still in high school. Working part time has pros and cons, which you should explore before you decide whether to work and how many hours to commit to. Working has many benefi ts beyond putting money in your pocket. Among the benefi ts are that you will learn discipline, gain skills and have the opportunity to demonstrate traits that will be of interest to colleges.But school comes fi rst at this stage in your life. You will have less time for socializing and for course work, and you may fi nd it hard to schedule extracurricular activities. You may be more tired, as well.

You will have to weigh a number of factors before committing to a part-time job. If you do take on a job, monitor your grades—if they start to slip, you may want to rebalance work and school.

Developing Skills and Traits

Having a job can help you develop many skills and traits critical for school success. When you fi rst start a job, you will go through some kind of training with your manager. It will be important for you to learn your duties quickly and ask questions when you are unsure of what to do. Th ese important traits can also improve your chances for academic success. In addition, your manager will give you directions and responsibilities. He or she will expect you to follow those directions and carry out your responsibilities without constant supervision. Being able to do so

Getting a Job

Jobs I Could Get Now Skills I Can Learn from Those Jobs

WORDS FOR SUCCESS

manager a person who assigns duties and responsibilities to employees

minors people under the age of 18


TIP



Teach the Text Read the text aloud as a class. As you read, pause to discuss key ideas and have students take notes. Have students create a sequence chart, highlighting the steps for finding a job.

Optional ApproachHave students complete cards showing the steps for finding a job.


• Explain why school must be your first priority over work.

• Name some skills you learn in a work environment that will help you now, with schoolwork now, and later, with college.

• Explain how part-time jobs are similar to extracurricular activities.

• Give examples of jobs that are suited for high school students.

✔ ✔ identify realistic part-time

jobs they could obtain.

✔ ✔ identify skills they can learn

from on-the-job experience.

✔ ✔ recognize how job skills can

be transferred to schoolwork.



W2 Generating Content CR,R

21st Century

Be Self-directed Learners (LC.IS.3) Access and Evaluate Information (IMT.IL.1)*Make Judgments and Decisions (LI.CT.3)

HOW Do I Get There?

UNIT 5 LESSON 2 75

UNIT 5


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Getting a Job 75

independently is another trait that will help you succeed in both high school and college.

Building Your Support Network

As you begin your college selection process, you’ll need people around you who can give you advice. You’ll need people such as your family, your teachers and your school counselor. However, it’s also a good idea to have other trusted adults, such as a manager, who can provide you with diff erent perspectives. Your manager knows how you approach your work and how you excel in certain tasks. He or she might be able to suggest certain career paths that take advantage of your strengths. Th ey may be careers that you haven’t considered.

The Aid of Your Employer

When applying to colleges, you will need letters of recommendation to submit with your college applications. Your manager may be an excellent person to write a letter of recommendation for you. However, for the letter of recommendation to be eff ective, your manager will have to know you and your work ethic.

Why Colleges Look at Work

College applications have a section for you to list your extracurricular activities. But what if you can’t participate in the extracurricular activities your school has to off er? Many college applications ask about work experience. Colleges look positively on students who can balance their studies with a job. Th ey know that you can manage the hectic schedule of a college student.

Select a job you listed in the previous activity and write it in the top box. Brainstorm with a partner the skills and traits you could learn at the job that could help you in school. Write your responses in the appropriate boxes below. Talk with teachers and counselors to fi nd out more about the skills and traits related to that job.

interview a meeting between a manager and a job applicant to discuss the applicant’s qualifi cations for a job

TIPTIP Don’t overextend yourself by working so much

that it negatively affects your

grades. Make sure you still leave enough time to do well

in your studies and get plenty

of sleep.



WORK ZONE


• Give examples of how laws protect minors and where you can find out about your state employment laws.

• Explain why volunteering might be the first step in securing a part-time job.

• Why do you think it is important to and act friendly when asking for a job application?


the activity.

English Language Learners Have students make a list of unfamiliar words from job ads. Work with them to define the words, focusing on required skills.


Discuss with students how colleges view extracurricular activities, including jobs. Encourage students to pursue an activity that interests them.

Proficient learners

For the chart on page 76, allow students to work alone, writing what they know about employment. Then have students evaluate how familiar they are with labor laws for minors. Have students confirm their findings with documentation from your state department of labor. Students can work independently to complete the chart on page 77.

Struggling learners To help them complete the chart on page 76, bring in a copy of your state labor laws and read applicable sections to struggling students. Assist students by asking: What is the age limit for a minor? Are there any limits to the number of hours a minor can work? Make sure students understand what a permit is. Have students discuss the importance of child labor laws.


y

Proficient learners



WHave stud

76 EDUCATOR GUIDE


ch the T

LE5 L55555555555

76 UNIT 5 Lesson 2

Working in My State

What is the

minimum age

requirement for

employment?

Do minors need a

work permit?

What is the

maximum number

of hours a minor

can work?

Are there any

exceptions to the

laws? What are

they?

Finding a Job

Now that you know about the benefi ts of having a job, how do you go about fi nding one? Getting a job is not as easy as it sounds. Th ere are laws to follow, application processes to complete, and employers to impress so they hire you.

Employment Laws

Th e fi rst step to getting a job is learning the laws regarding minors and work. Th ese laws vary by state, but as a general rule, the law says you must be at least 14 years old to hold a job. Th e law also limits the number of hours a person younger than 16 can work. Some state laws require minors to get a work permit before they can be hired. Th e laws also limit the type of work a minor can do. Th ere are also exceptions to the rules as well as special laws for certain kinds of jobs. It’s important to ask your school counselor what the rules are in your state and local area. Your counselor can guide you through the process, including getting a work permit if necessary.

Finding the Right Job

You might not have a lot of options for your fi rst job, but you should consider all of your options carefully. If you’re lucky, the right opportunity will present itself. You may be able to get a job that pays you and allows you to work in your area of interest. But sometimes you have to make your own luck. If you love animals and have thought about becoming a veterinarian, you should explore options for a job at a veterinarian’s offi ce, as well as the local animal shelter or zoo. Talk to your counselor about your interests. He or she might be able to suggest jobs that will allow you to work in your areas of interest.

Applying and Interviewing

Once you have decided on some potential places of employment, the next step is to apply for the jobs. You will need to visit the places where you think you would like to work and ask for an application. When you do, wear appropriate clothes and be polite to everyone you meet. People will take you seriously if you do. Carefully fi ll out the application. Errors

WORK ZONEWrite what you know about employment in your state. Confi rm what you think later, based on conversations with your counselor or by doing research on your own.


KNOW YOURSELF



Extensions

Have students research local organizations that are seeking volunteers and prepare a chart of different ways in which they can volunteer their time—delivering meals, reading to children, walking pets, and so on. Students should find out if any special training or skills are required, what kind of references they might need, and what the process is to enroll. To extend, students can research about volunteer programs such as Learn and Serve America, the United Way, Big Brothers and Sisters, and Peace Corps.

Ex

Have stude

✔ ✔ state the minimum age and

maximum hours of work for

minors allowed by law.

✔ ✔ tell if minors need a work

permit in their state and list

any exceptions to the law.

✔ ✔ prioritize the steps needed to

find a job.


HOW Do I Get There?

UNIT 5 LESSON 2 77


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Getting a Job 77

KNOW YOURSELFKNOW YOURSELFAre you a volunteer at heart?

What would you like to do?

List all of the charities and

organizations in your area that

you would be interested in

working at as a volunteer. See if

one of them can use your help.

To-Do List

or a poorly completed application will not impress the hiring manager. As a result, you may not get called in for an interview. If you do have an interview, practice what you will say. Your school counselor or adviser can provide you with typical interview questions and assist you as you prepare.

Other Options

If you can’t fi nd a paying job that will build your skills, volunteer instead. While you won’t get paid any money, you will learn many of the same skills you would learn at a paying job. Th ese skills are just as valuable, and volunteering looks just as good on a college application as a paying job does.

Work with a partner and use the information in this unit to write a job-hunting To-Do List. Prioritize the steps you need to take. Then follow your checklist to fi nd a job.

WORK ZONEGo to the

local soup kitchen

Get a worker’s permit



UNITUNIT666


ENDURING UNDERSTANDING: The people around me can help me achieve my goals.

Finding the AnswersUNIT OBJECTIVES

Students identify people who can help them achieve their goals; understand they will have to speak for themselves at times in order to get what they need

LESSON 1

Communicating Your Goals to Your Family: Students learn the importance of working with their family in setting goals, and of enlisting their family in helping them stay on track to meet those goals.

• Your students should understand that the members of their family can have a significant impact on their decisions about college and career. Encourage your students to talk at home about what they are learning in CollegeEd® and to seek out their family’s involvement.

• Explain that setting goals to attend college is a family decision, and that parents are an influential and useful resource when it comes to staying focused and academically engaged. A study by the Harvard Family Research Project indicates parental expectations strongly influence student achievement in grades K–12. The study also indicates that less motivated students would welcome more parental involvement in their academics.

• Recent research (Student Poll, Volume 6, number 1, College Board 2007) finds that most high school students are satisfied with the level of involvement of their parents in the college search process, and 30 percent want their family to be more involved. That number rises to over 40 percent among students with lower SAT® scores and household incomes.

• Students can also learn how to identify other sources of support if familial connections are not possible.

LESSON 2

Your Counselor and Your Future: Students learn the role of their counselor or adviser in college planning, and how to tap his or her expertise. They explore who else in their school, community and family can help them, and learn the value of having a mentor.

• The college and career exploration process can seem overwhelming and mysterious to many students. They need to understand that they are not alone in this task and that there are people and resources to turn to for advice and support.

78A EDUCATOR GUIDE


Engaging FamiliesEncourage families to make connections with school staff during the college application process. Family members can broaden their understanding of the application process through candid conversations with counselors and each other. Refer parents to Help Your Child Make College a Reality: A Family Guide to College Planning.


Pages 82–83, 84–85, 89

PO

es 82–83,

EngEncoconndurinprocebroadof thethrouwith otherYour RealiColle

PPage

LESSON 2 cont...

• Help your students to view the relationships they build in and outside of school as a network of people who can help them throughout their academic career and beyond. They should focus on what they do outside of school, in their community and in after-school activities as a way to develop relationships with mentors, coaches and role models. Use this lesson as an opportunity for your students to define, explore and connect how the experiences and relationships they build at home, in school, during their internships, community and volunteer service, and part-time jobs will enhance their academic plan for college and career choices. These relationships will help them when they need letters of recommendation for their college or scholarship applications.

• Learn if your school’s counseling office offers scheduled review sessions with students.

• Your students should learn the importance of establishing a working relationship with their counselor. Their counselor is a good resource for them when it comes to finalizing and maintaining their academic plan and staying on track for graduation, as well as for planning for college and career. Their counselors can help provide resources to assist with social and emotional issues.

• Encourage your students to view their teachers as not only classroom facilitators but as individuals who can offer assistance and advice on how to succeed academically.

• Let your students know who their school counselors are and how to approach them for help.

LESSON 3

Advocate for Your Future: Students learn how to represent their goals and their needs to their teachers, counselors and parents. They learn how to take ownership of their academic progress and their activities in and out of school. They learn how to effectively approach others as they advocate for themselves.

• Your students should learn that representing their needs and plans to adults is important, and that advocating to be put in college preparatory or AP® classes, or to be given internship opportunities or other chances to expand their horizons is not being aggressive or pushy; it’s being focused and letting others know what they want to achieve.

• This form of understanding and communication should be explained as a way for them to advocate for what they need and feel they have to get in order to move forward and graduate successfully.



UNIT OBJECTIVES

Identify and work with people •

who will help them achieve

their goals.

Understand how to •

communicate effectively in

order to get what they need and

meet their goals.


The people around me can help me achieve my goals.


Think AloudThink about the Enduring Understanding with students. Say: Being successful in school and in life takes dedication and consistent effort. Being successful also requires that we rely on people who we trust to help us. Brainstorm with students, making a list of trustworthy individuals who can help them achieve their goals. After completing this list, name reasons why and how the types of people listed, such as family members, counselors and friends, can help students.

In Unit 5, students learned that extracurricular choices contribute to the achievement of their goals. Students also explored extracurricular activities.


In Unit 5, students learned thatextracurricular choices contribute to the achievement of their goals. Students also explored extracurricularactivities.


LO

OK

ING

BA

CK

UNIT OBJECTIVES

Identify and work with peo•

who will help them achieve

their goals.

Understand how to•

communicate effectively in

order to get what they need

meet their goals.


The people around me can heme achieve my goals.

Then have students read the text on

78 EDUCATOR GUIDE

UNITUNITUNIT

T OBJE

66666666666666 UNIT OPENER

Where Can You Turn for Help?

Do you have a lot of questions about how to plan for college? Not sure who has the answers? Part of the college selection process is fi nding reliable people to answer your questions. Gathering information about college from people who have been there can help you make the right choices about your future. But who are the right people to ask? Where do you fi nd these people? Who is going to help you make important decisions about your future?

78 UNIT 6

Where Can You Turn for Help?

Do you have a lot of questions about how to plan for college? Not sure who has the answers? Part of the college selection process is fi nding reliable people to answer your questions.Gathering information about college from people who have been there can help you make the right choices about yourfuture. But who are the right people to ask? Where do you fi nd these people? Who is going to help you make important decisions about your future?

Finding the Answers

UNITUNIT666

LESSON 1 LESSON 2 LESSON 3

Communicating Your Goals to Your Family

Your Counselor and Your Future

Advocate for Your Future

Pages 80–81 Pages 82–85 Pages 86–89


6UNIT 66




the activity.

Proficient learnersHave students answer the questions individually, then share their list of actions for college preparation with the group. As a class, organize student responses into the following categories: academic preparation, extracurricular activities, emotional preparation, testing, financial preparation and family preparation.

Struggling learnersHave students discuss and answer the questions in groups of three. Circulate among students to facilitate their progress. Then have them participate in the class activity explained above.

Proficient learners


List of AP courses offered in the high school (Lesson 2)

Info on which grade levels take PSAT/NMSQT®; how to get registered (Lesson 2)


Info on local college fairs (Lesson 2)

Names of school counselors (Lesson 2)

Materials

HOW Do I Get There?


UNIT66


“My family has been the number one infl uence in striving for the best and for all of my goals. Th ey have pushed me when I was discouraged and wanted to quit.”

VOICE OF EXPERIENCE

WORK ZONE

What do you think you need to do to prepare for college?

Who do you think can help you prepare for college?


Finding the Answers 79

“My fin strTh eyand




WORK ZONE

EQ 1

ESSENTIAL QUESTIONS

How can my family help me

prepare and plan for college?

Preview the TextRead the lesson title and subheads with students. Have them predict the importance of communicating goals and being prepared, knowledgeable, and outspoken as they relate to college. Guide the discussion to reveal the importance of effective communication skills when engaging family about big decisions, such as where to go to college.


Ask students to list as many of the duties of their school counselor as they can. Have students share their lists with the class. Display the combined list on the board.

Teach the TextHave students read the text independently and take notes using the Cornell method. Suggest that students use a new page for each section.


the activity.

Proficient learners

Students can complete the activities individually. Then have them explain any changes in their career goals or academic plans with the class. After completing the second activity on page 81, discuss positive communication strategies with students. Have them take turns role-playing both positive and negative conversations between an adult and a student.

Struggling learners Circulate among students to offer support as they complete the activity on page 80 individually. If students have difficulty comparing previous and current goals, pair them with a proficient student for additional support.

Proficient learners


80 EDUCATOR GUIDE


SENTIA

LE6 L6666666666666

WORK ZONE

80 UNIT 6 Lesson 1

Possible Careers High School Academic Plan

List some careers you are interested in pursuing. How does your list compare to the lists you made in Unit 2?

Review your high school plan on pages 46–47. Does it still align with your goals?


The Home-School Connection

It is important to share your goals and dreams with your family. Th ey know you well and want you to pursue your dreams, make use of your talents, and be happy and successful. If they have not been to college, you may want to talk with them about why you want to go, what you want to achieve, and how you want to involve them in this important process.

Communicate Your Goals

Hopefully you have some thoughts about your ideal career. An important fi rst step in planning your future is learning to communicate your goals to people who can guide you. One of these people

is your school counselor or adviser who can help you set educational goals so you can work toward your ideal career. Your counselor can also give you advice on sharing these goals with your family.

Be Prepared and Knowledgeable

As you are working with your school counselor, you should also make sure you are prepared to discuss your career path. Th e more you learn about career options, the more seriously you will be taken. Prepare for this discussion with your family by gathering information about some of the careers that interest you. Th en, highlight some classes on your schedule that are already helping you work toward your future

Communicating Your Goals to Your Family

Complete the boxes below about your plan for college. Then develop a plan to share it with your family.

WORDS FOR SUCCESS

counselor a school faculty member who helps students plan for college


KNOW YOURSELF



Teach the Text cont...After reading the text and taking notes, have students reflect on a time when they communicated something meaningful about their goals to someone. Then have them share their example with a partner.

Optional Approach Have students write a one-sentence summary of each section of the lesson.

Monitor Comprehension• Why is it important to communicate your

academic goals to your counselor?

• How will researching possible career paths help you choose a college?

✔ ✔ identify possible career paths

and relate them to their high

school academic plans.

✔ ✔ be able to identify how their

family can participate in their

college planning process

✔ ✔ use positive communication

skills to discuss important

topics with family and

counselors.



W2 Generating Content CR, RW3 Drafting R

21st Century

Communicate Clearly (LI.CC.1) Guide and Lead Others (LS.LR.1) Use and Manage Information (IMT.IL.2)*

Extensions

Have students research three career paths and prepare a one-paragraph description of each. Descriptions should include the type of education or training necessary for success in that particular field. Provide categorized lists of careers (in business, arts, education, policy or politics, music, sports, communications and other fields) to assist struggling students in identifying possibilities. As students choose three areas to research, allow them to discuss their thoughts with fellow students.

Ex

Have stude

HOW Do I Get There?

UNIT 6 LESSON 1 81

UNIT 6


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?

Communicating Your Goals to Your Family 81

“Of course, I want to go AWAY to college. Why WOULDN’T I?”

“I don’t want to go to THAT school, Mom.” “That’s a good school, but I think this other school is more for me. Can I tell you why?”

“It’s MY life. I should be able to decide EVERYTHING for myself.”

KNOW YOURSELFKNOW YOURSELFDon’t start a conversation about

college when you are tired or

stressed. Wait for a time when

you feel more energized. List

three times during the week that

you think would be best to have

a college talk with your family.

An example is provided below.

a relaxed family dinner

Read the sentences. Think about how these sentences might not be the best way to approach a conversation about college. Work alone or in a small group to rewrite the sentences, refl ecting a more positive voice and tone.

goals. Be ready to tell your family when you plan to take college entrance exams. Review your plan with your counselor, who can help you put it all together to share with your family.

How to Speak Your Mind

It is never too soon to talk with your family about your plans to go to college. You might want to bring the topic up oft en, especially since you are probably changing your mind as you explore your college and career options. Paying for college will involve you and your family members, and it’s a good idea to talk about the topic now, while you have time to form plans for funding your higher education. Choose to talk about college when your family can give you their full attention. Present your ideas, get their ideas, and fi gure out what more you need to do and how they can help you.

WORK ZONEGo to the



WORK ZONEW

EQ 1

EQ 2

EQ 3

ESSENTIAL QUESTIONS

How can my counselor help

me plan for college?

Who else can help me plan

for college?

What is a mentor, and how

can I find one?

Preview the TextPreview the title of the lesson and scan the subheads with students by writing them on the board. Have students rewrite each of the subheads into a question. Then have them predict a short answer to each of the questions.


Students should develop a word web or other graphic organizer to show the relationship between PSAT/NMSQT®, SAT® and score report. Have them write one or two sentences to explain the relationship between the words mentor and network. Finally, have them list any electives they are taking or would like to take.

Proficient learners

Have students complete the activity on page 82 individually. After discussing responses with a partner and completing the chart on page 83, partners should make a list of ways to prepare for the PSAT/NMSQT or the SAT.

Struggling learners Discuss each item in the chart on page 82 with the class. Have students explain the order of tasks. Circulate among students as they discuss any extra tasks for the chart on page 83.

Proficient learners



the activity.

82 EDUCATOR GUIDE


SENTIA

LE6 L6666666666666

WORK ZONE

82 UNIT 6 Lesson 2

To Do When Will I Start

Plan Course Schedule

Take the PSAT/NMSQT

Research Colleges

Discuss College Visits

Attend a College Fair

Discuss PSAT/NMSQT Score Report


How Can Your Counselor

Help You?

Getting to know your counselor or adviser well is a key to your future college success. Your counselor will have current information on college admission policies, admission tests, majors and more. Your counselor or adviser will likely write you a letter of recommendation for college. Th e more you get to know your counselor, the better advice he or she can give you.

Your Counselor and Your Classes

Your school counselor or adviser has access to information about all of the courses you’ve taken and the grades you received in those classes. Th is information is vital in guiding you through high school and into college. Advisers know all the requirements for graduation and can suggest electives, classes outside the core classes of English, math, social studies, and science, for you to take. Your adviser can also advise you about available honors or Advanced Placement Program® courses. AP courses are college level courses you can take in high school.

Your Counselor and Your Future

Getting ready for college is a series of steps. Fill in the boxes with appropriate times to start the activity in the “to do” list. Use the text above to help you determine the best order. Put a checkmark and the date in the fi nal column when you have completed the task.

network a group of interconnected people oft en helpful to and supportive of one another

mentors people who off er guidance, support and advice to younger people

WORDS FOR SUCCESS

electives courses outside the core academic curriculum such as music, art or computer science

PSAT/NMSQT a test that provides practice for the SAT and scholarship opportunities for juniors

October of sophomore year



Teach the Text Students will read the text with a partner, taking turns reading each of the sections aloud. Then have them return to their question-and-answer list from the preview activity. Partners should compare their answers to what they learned in their reading and make additional notes and adjustments to their notes.

Optional ApproachStudents can underline key information and make notes in the margins while reading.

Monitor Comprehension• What is the purpose of the PSAT/

NMSQT?

• What makes a school counselor important for students’ academic success?

✔ ✔ identify ways a school

counselor can help students

prepare for college admission.

✔ ✔ know the purpose of various

college admission tests.



W2 Generating Content CR W3 Drafting CR*

21st Century

Manage Projects (LS.PA.1)Manage Goals and Time (LS.IS.1)Reason Effectively (LI.CT.1)Use Systems Thinking (LI.CT.2)*

HOW Do I Get There?

UNIT 6 LESSON 2 83

UNIT 6


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Your Counselor and Your Future 83

To Do When to Complete

Are You on Track Academically?

If you are not sure you are on track to complete the right classes for college admission, talk with your counselor or adviser. He or she can help you get into the classes you need and help you make up for lost ground. Work with your counselor to create an academic plan for the rest of high school. If you are struggling in a certain subject, ask him or her to help you fi nd tutors or other academic help. Tell your counselor that you are planning to go to college, and ask if there are any steps you need to take now to get there.

Your Adviser and College Tests

Most colleges require tests for admission. Your adviser has information for the PSAT/NMSQT®, a test which measures college readiness. Your adviser can tell you when to take it. Th e SAT®, which is usually taken in either your junior or senior year, is a major test required by many colleges. Your counselor has the dates, locations and costs of these tests. Counselors can also

suggest ways to prepare for the tests. BothPSAT/NMSQT and SAT send back test results in the form of a score report. Your counselor can explain exactly what your score report means and how you can use it to plan for college.

Your Adviser and College Plans

Your adviser can also help you plan which colleges to visit. He or she will probably recommend some college fairs to attend. College fairs are a great way to decide if a school might interest you enough to visit. Many colleges organize special days for high school students to visit. Your counselor can help you fi nd out when these days are.

Your Adviser and College Costs

Th e cost of attending college is normally a major concern for students and their families. Th e advising offi ce will have information about fi nancial aid and grants. You will learn more more about fi nancial aid in Unit 9 of this book.

Discuss your plan on the previous page with a partner. Use the blank chart below to add any additional tasks you and your partner come up with. Check them off as you complete them. Schedule a meeting with your counselor or adviser to discuss.

SAT a test of critical reading, writing and mathematics used by most colleges in admission evaluation

score report the test results of PSAT/NMSQT and SAT

WORK ZONEGo to the



WORK ZONE

Teach the Text cont...Monitor Comprehension• Explain the role of your teachers and

your counselor

• Name three other types of people who may serve as guides for your college application process.

• Explain what you can gain from havinga mentor.


the activity.

English Language Learners Provide illustrations of different mentors: a coach, teacher, church member, grandparent or extended family member. Extended family relationships are integral to many cultures.

First Generation StudentsRemind students that family members who did not attend college can still be excellent mentors. They know the student’s personality, goals, and talents.

WHave stud

Proficient learners

Students should complete the activity individually. Upon completion, students should choose one possible mentor from each list and share ways the mentors could help their classmates.

Struggling learners Divide students into groups of four. Have each group work together to develop a list of individuals both in and out of school that can help them achieve their goals. Have students help each other explore how these individuals can assist them.


y

Proficient learners



84 EDUCATOR GUIDE


h th T

LE6 L666666666666

84 UNIT 6 Lesson 2

People at School How This Person May Be Able to Help

Expanding Your Network

When it comes to making plans for college, your family and your school counselor should not be the only members of your support network. Chances are, there are other people in your life that could give you advice. For example, your favorite teacher could provide you with some information about college. Or perhaps you can turn to a trusted adult to off er you a diff erent perspective. One of your friend’s older brothers or sisters who is in college now could also be an excellent resource. Opportunities to expand your support network are all around you if you know where to look.

Teachers as Academic Advisers

Because all teachers have attended some type of college, they have fi rsthand knowledge about how the college system operates. Th ey are also experts in their subject areas and can function as academic advisers. If your dream job requires a concentration in a certain subject area, a teacher in that subject area can provide you with valuable insight about which college courses will be important for you to take. Even if you are not particularly interested in a teacher’s area of expertise, a favorite teacher can still give you support because they know your academic strengths. Sometimes teachers are more

accessible than counselors. Also, don’t forget coaches and teachers who sponsor other extracurricular activities. Th ese people may know and understand you quite well. Include them in your support network and actively seek their guidance for your college plans.

Community Members as Guides

When you are gathering information about college, consider asking knowledgeable adults outside of school for their advice. What other adults do you know who are knowledgeable about college? Th ink about leaders in organizations such as scouting or at your place of worship. Th ink about a coach of one of your teams or perhaps your gymnastics, music or dance teacher. Don’t forget about supervisors or coworkers who may be in college themselves. Even a neighbor may have a college experience to share. One of these people may off er a unique insight that you haven’t thought of before. Be sure to talk to your family about the help these people may off er. It is important that your family knows and trusts them as well.

Finding a Mentor

Th roughout your high school experience, you will fi nd that there will be times when you will need advice. You may need help solving some personal issues that interfere with school, or you may be

WORK ZONEIn the left column, list people at your school that you would consider to be part of your support network. In the right column, describe how this person may be able to help you.


KNOW YOURSELF



Extensions

Have students write a paragraph describing a previous experience they may have had with a mentor. Have them explain who the mentor was, their relationship with the mentor and the help the mentor provided. If some students have not had a mentor in the past, have them describe an ideal mentor they would like to have in the future.

Ex

Have stude

✔ ✔ explain the role of a mentor.

✔ ✔ List two ways teachers can be

good advisers.

✔ ✔ explain how community

members can serve as mentors.


HOW Do I Get There?

UNIT 6 LESSON 2 85


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Your Counselor and Your Future 85

KNOW YOURSELFKNOW YOURSELFThink about the type of things

you enjoy doing and what you

might like to study in college.

List those things below. Then talk

with your adviser to see if there

are any local opportunities for

you to further your interest in

those areas. It might be volunteer

work, an internship, a part-time

job, or just a chance to talk with

someone knowledgeable.

People Outside of School Why This Person May Be Able to Help

having diffi culty with a particular subject. On the other hand, everything may be going just right, but you are not sure how to make an important decision that will aff ect your future. Whatever it may be, you will benefi t in having a person whose advice you trust.A mentor is that helpful person. He or she can be a favorite teacher, a coach, or even an older brother or sister. Some schools have organizations that match students with volunteers, who meet with their student partner on a regular basis. Mentors can help you fi nd the answers to your questions. Th ey will guide you based on their past experiences, their expertise, or what they know about you and your dreams and goals. Oft en, they simply want to help a young person, like you, do well.Finding a mentor is a very personal process and the person whom you choose to be your mentor should be someone you get along with, and who makes you feel comfortable. Your mentor should be someone whose values and talents you admire.Local businesses may off er opportunities for students to work in internships, which are jobs in which you learn about a career fi rsthand. Oft en the person who trains and manages you becomes a mentor.Check with your counselor or adviser to see if any internship opportunities are available in your area.

In the left column, list people outside of school that you would consider to be part of your support network. In the right column, tell why.

WORK ZONEGo to the



WORK ZONE

EQ 1

EQ 2

EQ 3

ESSENTIAL QUESTIONS

What does it mean to

“advocate” for myself?

How do I take ownership of

my schoolwork and activities?

In what kinds of situations

might I need to advocate for

myself?

Preview the TextDiscuss the meaning of the word advocate with students. Point out that it is both a noun and verb. Ask: Other than yourself, can you name anyone who has been an advocate for you and your well-being? (Possible responses include parents, friends, siblings, teachers, family)


Ask students to describe the benefits of having or being a tutor. Make a list of community service activities on the board. Put a check next to activities in which students have participated.


the activity.

Proficient learners

Students should complete the activity with a partner and discuss each dilemma on page 86 before writing their responses. Have partners challenge each other on page 87 by naming different difficult situations. The other partner should write their response.

Struggling learners Assist struggling learners by discussing the dilemmas on page 86 as a class. Brainstorm possible responses, pointing out that there is no one “right way“ to handle such dilemmas. Continue working together to complete the activity on page 87, brainstorming several academic and extracurricular situations. Then have students work with a partner to develop solutions to the problems.

Proficient learners


86 EDUCATOR GUIDE


SENTIA

LE6 L6666666666666

WORK ZONE

86 UNIT 6 Lesson 3

Action Response

You want to take an art class, but your counselor thinks you should focus on your academic courses. How do you act as an

advocate for yourself?

You are discouraged from taking a difficult class you feel you must have for college.

How do you act as an advocatefor yourself?


Stand Up for Yourself

Who is the best person to be your advocate? You are. Only you know what will truly make you happy. You need to take ownership of your future and not wait for someone else to do it for you. How do you do this? You actively seek the answers to your questions. Doing the research helps ensure that you will be treated seriously and be respected for your eff orts. If you are not getting the answers you need from one person, try asking another person. Instead of waiting for the people in your support network to call you and off er advice, call and ask them. Believe in yourself and be proactive in asking for the help you need.

Ownership of Your Academics

Aft er listening to your counselor or adviser, your teachers and your family, you must take ownership of your goals and plans. Your support network can recommend classes that will help you reach your goals, but you must sign up for those classes and earn good grades. To earn good grades, you must develop good habits. Remember to use a school planner or calendar to keep track of special assignments, project due dates and tests. Form a study group with other students in the same class. If you need extra help, try to fi nd a tutor. Remember to actively keep the lines of communication open with your teachers, your counselor and your family. Take the initiative. Don’t sit back hoping these things will happen on their own.

Advocate for Your Future

Consider the following situations that many students face. With a partner, write two possible responses that a student might take to act as an advocate for himself or herself.

WORDS FOR SUCCESS

tutor a person who provides additional academic instruction

community service a volunteer activity that helps to improve a community


TIP



Teach the Text Discuss the meaning of the word ownership with students. Say: If you own a nice car, how do you treat it? Point out that ownership requires attention to detail and taking care of that which is owned. Say: Ownership of your goals empowers you to prioritize the steps it takes to reach those goals. Have students read the text and write down ownership skills in the margins. On page 88, have students write a list of their strengths in the margins.

Optional ApproachAfter reading each section, students will write down one example from their own lives.

Monitor Comprehension• Name two ways you can take ownership

of your academic success.

• Name two ways you can take ownership of your extracurricular success.

• Name two ways you can take ownership of the college application process.

✔ ✔ define the word advocate as

it relates to their academic

and personal goals.

✔ ✔ develop a plan for taking

ownership of their

school performance and


✔ ✔ develop solutions to various

challenges they may face

during their high school

careers.



W2 Generating Content A, CRW3 Drafting A, CR

21st Century

Communicate Clearly (LI.CC.1) Guide and Lead Others (LS.LR.1) Be Flexible (LC.FA.2)Reason Effectively (LI.CT.1) Make Judgments and Decisions (LI.CT.3)

HOW Do I Get There?

UNIT 6 LESSON 3 87

UNIT 6


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Advocate for Your Future 87

Academic Situation Response

Extracurricular Situation Response

Ownership of Activities

When you’re considering school-sponsored activities outside the classroom, think carefully. How much do you enjoy this activity? How much time will it require? Will it benefi t your college plans? Of course, not everything you do has to be centered around college. You should take some time to have fun. But you should also thoughtfully weigh those extra commitments. Colleges expect students to be well-rounded, but be careful about getting over-involved in an activity that requires so many aft er-school hours that it hurts your academic performance. Make a thoughtful decision about what’s best for you so that you can enjoy your high school years and be ready for college as well.

Ownership Outside of School

Th ere are many ways to take ownership of your future outside of school. Helping your family by watching your younger brothers or sisters or by doing chores for your parents shows maturity and responsibility. Volunteering for community service is not only a great way to help your

neighborhood, it also looks good on a college application. You could volunteer at the local hospital or animal shelter. You could answer the phones for a charity fundraiser or raise money by participating in a walkathon. Working to become an Eagle Scout can show a college your dedication. Starring in a local theater production can show your versatility. And holding a part-time job can show a college that you have a good work ethic.

g yWORK ZONEGo to the

Think of a scenario for each situation in which you would need to act as an advocate for yourself. Then write a response describing how you would handle the situation.

I am failing a class. I speak to my teacher and ask for tutoring.

TIPTIPWhile it’s important to act as

your own advocate, be sure to respect the rights of others

when doing so. Remember that

teamwork will also contribute

to your success. Getting along

with others is one of the most

valuable skills you can develop in life.



WORK ZONE

Teach the Text cont...Monitor Comprehension• Name two methods for approaching

adults for advice.

• How can you use your strengths to improve communication between you and your mentors?


the activity.

English Language Learners Display illustrations or photos of different forms of community

service.

It can be difficult speaking to mentors in a non-native language. Having a mentor who speaks his or her native language is a good idea for an English Language Learner.


Encourage students to involve their family in the college search process. Families new to the process will have many questions.

21st Century


WHave stud

Proficient learners

Have students complete the activity on page 88 outside of class. Then have students share the responses and their opinions in small groups of students.

Struggling learners Students can complete the interview outside class and bring in their responses. Have students explain why they agree or disagree while partners take notes. Then have pairs work together to write a few sentences on page 88, explaining their opinions. Assist students in outlining their essays on page 89.


y

Proficient learners



88 EDUCATOR GUIDE


h th T

LE6 L666666666666

21st Century


88 UNIT 6 Lesson 3

My Personal Traits

Have Confi dence

One of the most diffi cult parts of acting as your own advocate is becoming comfortable with it. You may not feel comfortable asking adults questions. Or you may feel like you are being a pest when you keep calling to ask for advice. It is important to be confi dent when approaching adults, but also know that you may need to talk to many diff erent people in order to get all the advice and help that you need.You should be aware of your own strengths and weaknesses and know how to use them to help you act as your own advocate.

Approaching Adults

Like you, adults have busy lives. You should expect that the person you approach will not be immediately available to help you and that another time to meet will need to be arranged. Be confi dent. Ask whether he or she has time to speak with you. If he or she does not have time to talk, ask when a better time would be. If the adult is interested in talking with you, he or she will make time for you. If the adult does not give you a better time to talk, it may be a sign that he or she is not interested in helping. If this happens, do not be discouraged. Regroup and think of another person that could

help you and then approach that person. It is better to end up talking with an adult who is actively interested and has the time to help you.

Using Your Strengths

Using your strengths can help you become a better advocate for yourself. If you are an excellent writer, you may be able to use that to your advantage by e-mailing your questions to members of your support network. If members of your support network are busy, they may be able to provide you with better answers when they can answer on their own time. Responding to an e-mail could allow them to do just that. However, if you love to engage in conversation, be sure to use this strength to your advantage by talking face-to-face with members of your support network.

WORK ZONEAsk one or two people who know you well to describe your strongest personal traits. Record the responses. Do you agree? Why or why not?

WORK ZONEGo to the



Extensions

Students should interview a mentor about their own college search and application process. Find out where he or she went to college, how it was paid for, what major was studied, and what his or her first job was. Have students write a summary of the mentor’s experiences. Then compare his or her responses with the information gathered by your classmates.

Ex

Students s

✔ ✔ explain how to effectively

advocate for themselves.

✔ ✔ explain the importance of

having confidence when

speaking to adults.

✔ ✔ name two ways to use

effective communication skills

when seeking advice.



rmation

HOW Do I Get There?

UNIT 6 LESSON 3 89


rmation


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Advocate for Your Future 89

Write a persuasive essay advocating for yourself to a coach or club leader why you would be a good person to include on a team or in a club.



UNITUNIT777


ENDURING UNDERSTANDING: College differs from high school; preparing for those differences now will help me later.

What’s College Life Like?UNIT OBJECTIVES

Students see how college differs from high school and develop realistic expectations for what college will be like.

LESSON 1

Your New Life in College: Students learn that they will be with people from all over the country, and probably the world. They learn what it might be like to live in a dorm or commute, that they might take only two classes a day, that they will need to pursue a “degree,” and that they will need to balance general education requirements, major requirements and electives.

• Diversity: Most (but not all) colleges have a more diverse student population than most high schools—with students from different states and other countries; from private schools, public schools and home schools; with different interests, political beliefs, cultural backgrounds and lifestyles. Your students should be prepared to be open to and engage with people very different from themselves—it’s one of the learning opportunities college offers.

• Living arrangements: Students should be made aware that there will be many different housing options to choose from during their time in college. They might live at home, or in an apartment off-campus. If they live on campus, that might be in a residence hall, which can be co-ed or single sex; in a “theme” house (where everyone speaks French, for example); in a single room, or a suite with multiple bedrooms and a common area. Advise your students to research the many housing options available when they research colleges.

• Degrees: Students need to understand that in college they will be working toward a degree. Most colleges require their students to take a certain number of general education, or “core curriculum” courses, in the prime academic disciplines (natural sciences, social sciences, math, literature and fine arts) in order to earn a degree. These requirements are in addition to the course requirements for a major.

• Your students need to know that a major is a specialized area of study that they will concentrate on in college. For those students who will attend a four-year college, they generally will need to choose a major within the first two years. However, some fields of study, such as pre-med or engineering, require an earlier commitment because of the greater demands. Reassure your students that they will take most of their general education courses during those first two years, as well as electives, and so will have time to explore areas of study before deciding on the right major. They will also have an academic adviser to help them.

90A EDUCATOR GUIDE


Engaging FamiliesEncourage students to sit down with parents or other family members to discuss college living options both at home or away from home. Parents and students can also investigate the different types of degree options. Find out if your high school automatically schedules these meetings.

EngEncodownfamilycolleat hoPareninvesof deyour sche

LESSON 1 cont...

• A typical four-year liberal arts program might require 60 general education credits (20 courses), 30 credits in the major field (10 courses) and 30 credits in other areas. Many college students change their major and this is normal, but it can also make it harder to finish the degree on time.

LESSON 2

Freedom and Responsibility: Students learn that to be successful in college, they will have to manage the increased responsibilities that go with independence. They learn that no one will check on them to see that they go to class or do their assignments; that they will have more free time, but more studying to do; that help will be available if they struggle; that there will be opportunities to have fun as well.

• Whether they live at home or live away, college students will experience more freedom, independence and responsibilities as new adults. It is natural for that to be a challenge at first—time management is an issue for many new college students. Talk with them about balancing work and college, and managing life on their own: doing laundry, paying bills and learning what support services are available to them in college. Emphasize the connection between enjoying the possibilities of expanded freedom and accepting the expanded responsibilities that come with independence.

• Illustrate how college classes will be different from high school classes. In college, classes for a particular subject usually meet only two or three times a week. There will be much more homework assigned than in high school—generally two or three hours of homework for each hour in class—and students will have to manage their free time carefully. No one will tell them to go to class—this is part of their freedom. In 2007, about 84 percent of students at four-year colleges ended the year in good standing—that is, they were able to return the next year based on the college’s definition of good academic standing. You students want to be part of that 84 percent!



UNIT OBJECTIVES

Identify how high school life •

differs from college life.

Develop realistic expectations •

for what college life will be like.


College differs from high school; preparing for those differences now will help me later.


Think AloudThink about the Enduring Understanding with students. Say: My college life was very different from my high school routine. Ask students to share ways in which they think college will be different. Say: What have you seen about college in movies, and do you think that’s realistic? Explain that the classes they take, how often they attend classes and their living arrangements will change in college.

In Unit 6,students learned how family members, teachers, counselors and mentors can help them prepare for college.


In Unit 6,students learned how family members,teachers, counselorsand mentors can help them prepare for college.


LO

OK

ING

BA

CK

UNIT OBJECTIVES

Identify how high school li•

differs from college life.

Develop realistic expectatio•

for what college life will be


College differs from high schopreparing for those differencenow will help me later.

Then have students read the text onpages 90–91.

Thi k Al d

90 EDUCATOR GUIDE

UNITUNITUNIT

T OBJE

777777777777777 UNIT OPENER

A New Beginning

When you head off to college, a new chapter in your life will begin. It will be exciting and different, and you will experience a feeling of freedom like you’ve never felt before. However, with this new freedom comes responsibility. An important learning process in college is fi guring out how to balance your freedom with your responsibilities.

90 UNIT 7

A New Beginning

When you head off to college, a new chapter in your life will begin. It will be exciting and different, and you will experiencea feeling of freedom like you’ve never felt before. However, with this new freedom comes responsibility. An important learning process in college is fi guring out how to balance your freedom with your responsibilities.

What’s College Life Like?

UNITUNIT777

LESSON 1 LESSON 2

Your New Life in College Freedom and Responsibility



7UNIT 77




the activity.

Proficient learnersHave students complete the Work Zone activity independently. Encourage them to contrast college life with high school life. They may want to create four columns, one for each topic, and make a detailed list. They may make changes to their lists as they read the unit.

Struggling learnersHelp students by brainstorming different ideas as a group. Create a chart with four heads: Campus, Housing, Professors and Fellow Students. Encourage discussion by describing your college experience. Ask questions, such as, “Do you think a college is bigger than a high school?” “Where do most college students live?” and so on.

Proficient learners


HOW Do I Get There?


UNIT77


“Time management-wise, coming from high school was a little diffi cult. It was just a whole new independence where I could choose to do whatever I wanted. I didn’t have to go to class, and with that a lot of peer pressure came into eff ect. It was just a matter of balancing a social life with an academic life.”

VOICE OF EXPERIENCE


What’s College Life Like? 91

“Timschoonew whatand eff eclife w


WORK ZONE

Use the space below to describe what you think college life will be like. Be sure to include your thoughts about the campus, housing, professors and fellow students. Then turn to a classmate and share your thoughts.



WORK ZONE

EQ 1

EQ 2

ESSENTIAL QUESTIONS

How will college be different

from high school?

What are degree

requirements?

Preview the TextHave students read the title and heads. Ask students to tell what they know about two-year degrees versus four-year degrees. Create a chart with three columns: Core Classes, Degree Classes and Electives. Have students predict what these classes might be. Revise as you read the lesson.


For the words diversity, dormitory and resident assistant, have students create a word map to show how the words are related. Have students create a Venn diagram to compare and contrast a bachelor’s degree with an associate degree.


the activity.

Proficient learnersStudents may work independently or with a partner. Have students create a three-column chart for the activity on page 92, matching the columns with where they’ll live, what they’ll do on weekends and what their friends will be like. As students write about diversity on page 93, remind them that some students they meet may be from other countries while others may be from different parts of the United States.

Struggling learners Help students define diversity by having them create a word web. Have them consider different kinds of music, food, customs and languages they might encounter on a college campus.

Proficient learners


92 EDUCATOR GUIDE


SENTIA

LE7 L77777777777777

WORK ZONE

92 UNIT 7 Lesson 1


College Life

How is college diff erent from high school? In college, you may be living away from home for the fi rst time. Your classes will be more challenging. You’ll meet new friends and you may have classmates from all over the United States or even the world. To be successful, you will need to adapt to your new lifestyle.

Daily Life at College

You may have only two to four hours of classes per day in college, but that does not mean that you will have the rest of the day to sleep or goof off . To succeed in college, you need to spend much

of your time studying independently or in study groups. If you have a job or are involved with a sports team or club, you will also have to make time for those responsibilities. Time management is a key element for success in college.

Friends and Classmates

You will meet people from diff erent backgrounds in college. As a result of this diversity, your new friends and classmates will introduce you to many new things. You may eat new foods, listen to diff erent music, and learn new languages. You will also introduce your friends to your family traditions as well as your favorite foods and music. Meeting

Your New Life in College

bachelor’s degree a degree granted by a college upon completion of a four-year program of study

associate degree a degree granted by a college upon completion of a two-year program of study

WORDS FOR SUCCESS

diversity diff erent types of students in terms of race, ethnicity, residency and more

dormitory a building that provides living quarters for students

Describe what you want your college life to be like—where you’ll live, what you’ll do on weekends and what your friends will be like.

College Life


Did You Know?



Teach the TextRead the text as a class, discussing ways college life will differ from high school life. Have partners discuss where they plan on living in college and what kind of roommate they might like to have. Ask students to tell what they think dorm life is like. Have students highlight and define the three types of classes and revise your previewing chart as needed.

Optional ApproachHave students create a list of questions they would like to ask a resident assistant.


Say: Dorm life will be a new experience for you and many other students. You can meet new people and make friends by looking for students in your dorm who have similar interests or are taking the same classes. Try to figure out your boundaries early. What kind of rules do you want? Think about when you want to sleep, when to clean and when to visit or study. Your roommate cannot read your mind, so speak up, but be respectful.

✔ ✔ consider where they would

live while attending college.

✔ ✔ recognize how life in college

will be different from their

lives at high school.

✔ ✔ understand they will be

pursuing a degree in college

and that the degree will have

certain requirements.




21st Century

Communicate Clearly (LI.CC.1) Be Self-directed Learners (LC.IS.3)Use and Manage Information (IMT.IL.2)*

HOW Do I Get There?

UNIT 7 LESSON 1 93

UNIT 7


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Your New Life in College 93

people from new places and understanding and respecting their values is one of the greatest opportunities you will have in college.

Living in a Dorm

Many fi rst-year students at four-year colleges choose, or may even be required, to live on campus in a dormitory. Dorms off er a number of living arrangements. Some dorms have all male or all female residents. Others are coed. On some college campuses, two students share a room and everyone on the fl oor shares a bathroom. Some dorms are similar to apartments. Be sure to research what your on-campus living options are.In most cases, living in the dorm means having a roommate. Most oft en, the college assigns you a roommate. Being open minded and willing to compromise will help you get along. Most dorm fl oors have a resident assistant, or RA, who can help you adjust to your new living situation.

Some students become lifelong friends with their college roommate.

Commuting to College

Many students choose to live at home or in off -campus apartments and commute to college. If you choose this option, you will want to fi nd ways to become connected to your college community. Many colleges have lounges for commuter students, where you can hang out with your fellow students between classes. Some have organizations expressly for commuter students. It’s a good idea to become involved in clubs or activities so you are a part of the campus life. E-mail and other technologies allow you to connect to your fellow students and professors. You will have to be a good time manager if you commute, but thousands of commuter students successfully complete full-time programs every year.

resident assistant an older student in the dorm who is responsible for organizing life in the dorm

Defi ne diversity. Then describe what types of diversity you might experience on a college campus. When you fi nish, turn to a classmate and share your ideas.

Diversity

In the 2007–2008 school year, there were more than 671,000 students from other

countries attending college in the United States.




WORK ZONE


• What is a benefit of obtaining an associate degree?

• List the types of jobs that require a bachelor’s degree. List the types of jobs that require a master’s or doctorate degree.

• Explain the difference between a core class, a degree class and an elective.

English Language Learners Make sure students understand the difference between a community or junior college and a four-year college. Have students make a chart of the different degree options that are available in each institution.


Have students role-play introducing themselves to a stranger or new roommate.




the activity.

Proficient learnersStudents who readily complete the Work Zone activity can brainstorm with others who are having problems completing the “How I Can Learn More” section or any other section that is difficult to complete.

Struggling learners Guide students through the activity by providing them with a specific degree to use. Show them how to use facts from the text to complete each column. Brainstorm ways in which students can learn more about the degree you have provided.

Proficient learners


94 EDUCATOR GUIDE

UNITUNITUNIT

ch the T

777777777777777 LESSON 1 cont...

94 UNIT 7 Lesson 1

Earning a College Degree

Going to college means selecting a fi eld of study and knowing what degrees are required for a career in that area of study. Once you have decided on your fi eld of study, you need to have a plan to earn that degree, just as you do for earning your high school degree.

Associate Degree

One degree you can earn is an associate degree. Earning an associate degree usually takes two years of study. Community colleges and junior colleges award associate degrees to their graduates. Some occupations you can pursue with an associate degree are a registered nurse, a dental hygienist and a telecommunications technician.

Bachelor’s Degree and Beyond

At most colleges and universities, you can earn your bachelor’s degree. Th is degree usually requires four years of study and is required for pursuing careers in teaching, engineering and pharmacy. If you decide to continue your education aft er you get your bachelor’s degree, you can get a graduate degree. Graduate degrees include master’s degrees and doctorates. If you want to pursue a career as a college professor, a doctor, or a lawyer, you will

need a graduate degree. Some master’s degrees can be earned with an extra year of school. However, to earn some degrees, you will have to attend school for several additional years.

General Education Classes

General education, or core classes, must be taken by all students as part of their degree requirement, no matter what their fi eld of study is. Core classes might include English, math, science and history. Students oft en have a pool of core classes within each subject that they can choose to take. Core classes serve two purposes. First, they give students exposure to diff erent areas of study to help them become well-rounded. Secondly, through this exposure, these classes help undecided students decide what fi eld of study they want to pursue. For these reasons, many general education classes are taken in the fi rst year or two of college. You can get credit for many core classes while in high school by taking and succeeding on AP® Exams.

Degree Classes

Th e second type of college classes are degree classes. Degree classes must be taken to earn a degree in your chosen fi eld of study, or major. For example, if you select engineering, you might be required to

WORK ZONEWith a partner, brainstorm what you know about degrees and what you want to learn about degrees. Start by writing a specifi c type of degree on the blank lines above the tables.

What I Know What I Want to Learn


KNOW YOURSELF



Extensions

Have students research three occupations that interest them. Students should write a description of the job, identify what kind of degree is required and list the kinds of classes recommended for this degree. Students can display their results in a chart, graphic, poster or brochure. Allow students to present their work to the class.

Ex

Have stude

✔ ✔ understand that there are

different degrees.

✔ ✔ understand that each

type of degree has its own

requirements.

✔ ✔ reflect on how they can learn

more about different degree

options.


HOW Do I Get There?

UNIT 7 LESSON 1 95


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Your New Life in College 95

KNOW YOURSELFKNOW YOURSELFIf you choose to live on campus,

your college will probably pair

you with a roommate. What

should the college know about

you in order to make a good

match?

take specifi c math courses and engineering courses as your required degree classes. Degree classes are usually taken during your junior and senior years in college. Most of the classes that you will take in college are the ones required for your fi eld of study.

Electives

Electives—ones that you can choose—are the third type of classes. Electives give you a chance to take classes that you are interested in but are not in your fi eld of study and do not fulfi ll a general education requirement. Electives make up the smallest part of a college student’s class load. How much time you have for electives may depend on how extensive the requirements are for your fi eld of study.

WORK ZONEGo to the

What I Learned How I Can Learn More



WORK ZONE

EQ 1

EQ 2

ESSENTIAL QUESTIONS

How will I be more

“independent” in college?

Why does independence

require more personal

responsibility?

Preview the TextHave students scan the title and subheads.

Ask: What would you do with your time if you only had to go to class for three hours a day? If your parents or teachers didn’t remind you to study, would you make time to do it?


For each word, have students think of a familiar term. A student union would be similar to a “common area.” Office hours would be similar to after-school tutorials.

Teach the Text Read the text as a class. Then have groups discuss how class schedules in college are different from high school. Have each group brainstorm a list of the ways that a more flexible schedule would affect them. Students should consider how much they depend on others to prompt them on a daily basis. Ask: Do you think you do better with more structure or less structure?


the activity.

Proficient learners

Have students work independently. Prompt them to include academic, social and familial activities in their schedule. Remind students that they often depend on others even when they don’t realize. Ask, for example, who wakes them up if an alarm clock does not go off.

Struggling learners Allow students to work with a partner. Have them begin by writing their daily schedule on a sheet of paper, starting in the morning and ending at night. Then have them choose three or four of those activities to include in the chart.

Proficient learners


96 EDUCATOR GUIDE


SENTIA

LE7 L77777777777777

WORK ZONE

96 UNIT 7 Lesson 2


Think about your schedule and who helps you meet your responsibilities. Complete the chart below based on that information.

Responsible Independence

One of the biggest challenges you will face when you go to college will be outside the classroom. Th e minute you arrive on campus, you’ll suddenly have a new and diff erent amount of freedom. How you handle your independence will aff ect how you perform in a college classroom.

Attending Class

In college, you will be responsible for managing your own time. Chances are, no one will tell you that it’s not a good idea to stay out late with your friends when you have an early class the next morning. It may be tempting to have fun with friends every night, but this will make it equally tempting to sleep late and miss class. Many fi rst-year students struggle with the seemingly simple

responsibility of going to class. Th ey choose not to go to class regularly, because in college there are oft en no immediate consequences for missing class. However, because classes are sometimes held only once or twice each week, missing one class can have major consequences later on. You might miss an assignment or an important lecture that covers material on your next exam. Th e consequences of not attending your classes regularly will be very apparent when you do poorly on an exam or don’t hand in an assignment because it was discussed on the day you missed class.

Managing Your Study Time

During a typical day of college, you may have to attend only two or three hours of classes. How you use the rest of the day oft en determines your success inside the classroom. Th e responsibility

student union a building or part of a building on a college campus where students can gather to eat, study and socialize together

offi ce hours time that a professor makes available to meet with students

WORDS FOR SUCCESS

Freedom and Responsibility

My Daily Schedule Who Helps How


Did You Know?



Time management is usually a challenge for most college students. Say: When I was in college I had to find time to do my laundry, pay bills and study. Have students brainstorm ways they could stay organized.


• Discuss the pros and cons of having a fixed schedule.

• How difficult is it for you to do something without being asked several times? Give examples of your daily/weekly responsibilities. Make a list of things you’ll have to do for yourself in college.

• List three ways you can get help with your academics in college.

✔ ✔ understand they will have to

assume more responsibilities

and think of ways to manage

their time in college.

✔ ✔ understand the challenges

that additional independence

gives them.

✔ ✔ consider ways in which they

can achieve academic success

when given more freedom.


Teach the Text cont...

Extensions

Have students interview teachers and others they know who attended college. Students should inquire about how individuals coped with their new-found freedom in college and how they learned to manage their time. Before interviewing, have partners work in class on a list of appropriate questions. Then partners can summarize the notes of their individual interviews and create a Dos and Don’ts list based on the results of their interviews.

Ex

Have stude



W2 Generating Content A, CR, R*W3 Drafting A, CR

21st Century

Be Self-directed Learners (LC.IS.3)Manage Goals and Time (LC.IS.1) Communicate Clearly (LI.CC.1)*Make Judgments and Decisions (LI.CT.3)*

HOW Do I Get There?

UNIT 7 LESSON 2 97

UNIT 7


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Freedom and Responsibility 97

will be on you to use your free time wisely. Many students go to the library or student union to study in between classes. Th ey use this time to catch up on their reading or to fi nish project work.

Getting Help with Your Studies

Even though you have a lot of independence and individual responsibility in college, there is help available. If you are struggling in a class, contact your professor. Almost all professors have offi ce hours, which are times that the professors make themselves available, to their students outside of class. Colleges also have peer tutoring available, and some professors may organize the students into study groups. If the professor doesn’t do this, talk to your classmates and form your own study group. Remember, your fellow students are in the same situation as you. Th ey will be just as open to helping you as you are to helping them.

Free Time

Despite all that we have talked about, you won’t spend every moment in class or studying. If

you properly manage your responsibilities, you should still have time for other things. You will study better if you make time for some mental breaks. Many colleges off er activities such as intramural sports and club teams. Th ese activities give you a chance to socialize with other students before you get back to your studying.

intramural sports recreational sports leagues where students from the same school compete against each other

Responsibility

Write a paragraph discussing what you can do to become more responsible for some of the events you listed on the previous page. Then write how these added responsibilities will help prepare you for college.

WORK ZONEGo to the

Colleges report the number of freshmen that return for their

sophomore year. They also report the number that end their fi rst year

in good standing, meaning their fi rst year grades were acceptable.

Colleges have requirements for staying there, and it’s up to

individual students to meet them.




UNITUNIT888


ENDURING UNDERSTANDING: Colleges are not all alike; I must find those that fit my needs.

Exploring CollegesUNIT OBJECTIVES

Students explore the many types and offerings of various colleges; learn what colleges look at; learn what a major is.

LESSON 1

Is There a College for You? Students learn that there are 4,000 different colleges, with different offerings and philosophies, each eager to enroll students who “fit” into that college family. They learn that their college selection process begins with an assessment of who they are and what they want. They begin to explore the hundreds of majors offered and how they relate to future paths.

• The fact that there are 4,000 different colleges can introduce the wealth of options your students will have to choose from, but it can also make the task of finding the right colleges seem overwhelming. Explaining the concept of “fit” at the outset will help your students understand that there is a process for finding colleges that makes sense. That process begins with looking inside themselves, understanding their own personalities, and identifying their needs and goals. The result of that introspection is knowing what to look for—and a list of criteria to use to find colleges that match their needs.

• Make sure your students understand that colleges are not all the same. Showing your students that colleges can be distinguished by broad categories of types and sizes is another way to help them see that the job of finding colleges will be manageable.

• Factors that are usually of importance are location, size and majors offered. Cost will be a factor, but at this point, your students should not focus on cost. They will learn that there is financial aid available, and that often the colleges with the highest “sticker price” have the most financial aid to offer. They won’t know the true cost until after they apply for admission and are offered financial aid.

• Help students understand that those who rank colleges use criteria such as size of endowment, student-faculty ratio, admission rate and other measurable factors. But the “best” colleges according to a ranked list might not be the best fit for them.

• The same goes for majors: The answer to the question “where is the best place to study X major” is “it depends.” Majors can be taught in many different ways depending upon the college, and students should investigate majors via Web research or a campus visit to see if a college’s method meshes with their goals.

98A EDUCATOR GUIDE


Engaging FamiliesEncourage students to discuss with both parents or other family members the type of college that would best suit their needs. Find out if your counseling office automatically schedules these meetings. See if self-assessment tools are available for students.


Page 100

PO

e 100

EngEncowith familycolletheir counscheif selfavaila

PPage

LESSON 1 cont...

• Be sure your students have an accurate perception of two-year community colleges. Even though they are open admission for most programs (only a high school diploma is required), community colleges are not “college lite.” Almost half of all college students attend community college, and for many technical 21st century careers, community colleges are the primary centers of learning. Community college students typically have two choices: to take a two-year transfer program, covering the general education courses that form the first two years of most four-year degree programs, or taking a “terminal” program that prepares them for a particular career or occupation.

LESSON 2

What Do Colleges Look for in Students? Students learn that colleges look at grades, courses taken, activities, volunteer work and writing—the whole package. They learn the relative weight of grades, test scores, and so forth to various colleges.

• Four-year colleges typically view the student’s high school transcript followed by admission test scores as the most important factors in the admission decision. Eighty-nine percent of colleges say the school record—courses taken and grades—are very important or important in their decision, and 85 percent say test scores are very important or important (College Board, College Admission and Enrollment Statistics, 2009).

• At selective colleges, recommendations, the application essay, an interview and extracurricular activities are also considered. However, these are typically used to bring the student into focus, and are not as important as academic factors.

• There is no one definition of “selective” or “competitive.” Admission rate is commonly used as a gauge of selectivity. Currently, on average, four-year colleges admit 64 percent of applicants. The number of colleges that admit fewer than 50 percent of applicants is small—generally about 200 colleges.

• For the most part colleges are looking for reasons to admit, not deny, students. Nationwide, 77.8 percent of students were accepted by their first choice college (American Freshman: National Norms 2008, Higher Education Research Institute, UCLA).

• The big picture: Most college programs require students to pass some English, math and science courses. Students should keep their options open by working hard in high school so they are ready to do college-level work, no matter what college they choose.



UNIT OBJECTIVES

Recognize that there are many •

different types of colleges and

offerings to choose from.

Understand what a major is.•

Identify what colleges look for •

in potential students.


Colleges are not all alike; I must find those that fit my needs.


Think AloudThink about the Enduring Understanding with students. Brainstorm a list of things (courses, class size, facilities, setting, etc.) that students would like their “dream” college to offer. Write ideas on the board and discuss which criteria are realistic. Then ask students to list things they have to offer to colleges (good grades, artistic talent, innovative ideas, etc.) Review your notes as you progress through the unit.

In Unit 7, students considered how they might become self-disciplined in a less-structured environment.


In Unit 7, studentsconsidered how they might become self-disciplined in a less-structured environment.


LO

OK

ING

BA

CK

UNIT OBJECTIVES

Recognize that there are m•

different types of colleges a

offerings to choose from.

Understand what a major i•

Identify what colleges look•

in potential students.


Colleges are not all alike; I mfind those that fit my needs.

Then have students read the text on98 99

98 EDUCATOR GUIDE

UNITUNITUNIT

T OBJE


Finding the Right College

Colleges come in all shapes and sizes. What’s the right one for you? The truth is, you could probably fi nd several colleges near home or far away that will meet your educational needs. Over the next years, though, you will begin to narrow your choices to a few colleges with which you feel the most comfortable. What will be involved in this process? Who can help? How can you prepare for your college application?

98 UNIT 8

Finding the Right College

Colleges come in all shapes and sizes. What’s the right one for you? The truth is, you could probably fi nd several colleges near home or far away that will meet your educational needs. Over the next years, though, you will begin to narrow your choices to a few colleges with which you feel the mostcomfortable. What will be involved in this process? Who can help? How can you prepare for your college application?

Exploring Colleges

UNITUNIT888

LESSON 1 LESSON 2

Is There a College for You? What Do Colleges Look for in Students?

Pages 100–103 Pages 104–107


8UNIT 88




the activity.

Proficient learnersStudents may benefit from working with a partner. Have partners discuss what interests and goals they have. Encourage them to look at themselves and their personalities when considering a “fit.”

Struggling learnersWork with students in small groups. Have them brainstorm a list of adjectives that describe them. Then have students describe a “dream” school that would help them achieve their personal goals. Remind them that there are many types of colleges and some that specialize in specific careers.

Proficient learners


List of several majors with courses and related careers (Lesson 1)

List of school clubs or activities (Lesson 2)

Students’ report cards or transcripts (Lesson 2)

Materials

HOW Do I Get There?


UNIT88


“My parents helped steer me in the right direction. I soon realized that a lot of things they were pointing out about schools were things I really wanted in a school.”

VOICE OF EXPERIENCE

WORK ZONE

What does it mean to fi nd a college that “fi ts”?

Why should “fi t” be important to you?


Exploring Colleges 99

“My pathe rigthat a pointinthings

VOIC8

UNITUU TTTUUUUNNNNIIITTTTUNIT 888



WORK ZONE

EQ 1

EQ 2

EQ 3

ESSENTIAL QUESTIONS

What characteristics are

important to me in selecting

a college?

What is a major and why is it

important?

What does it mean to find a

college that “fits”?

Preview the TextHave students scan the title and subheads. Write Location, Setting, Size and Housing on the board. Have students tell what they ideally want for each category and record their responses. Then ask students to state areas of study in which they are interested. After reading the lesson, help students assign a major next to each area of study.


Ask: How do people in this area commute? What are the pros and cons of commuting? How many community colleges do we have nearby? What are their names? Is there one major that prepares you to be a lawyer, or more than one? What major or majors prepare you to be a nurse? A musician?

Proficient learnersHave students complete their illustrations independently, then share their work with a partner. As partners explain their drawings, have them incorporate some of their description into the dialogue for their mini-play on page 101.

Struggling learners Have students review the class notes on the board and look at their personal lists to help them create their illustrations. Ask: Is your ideal college in a city? Is it big or small? What are the attractions nearby? Assist partners with their dialogue on page 101 by having them describe what they like best about their “dream” college.

Proficient learners


WHave students read the directions or questions included in the Work Zone and then complete

the activity.

100 EDUCATOR GUIDE


SENTIA

LE8 L8888888888

WORK ZONE

100 UNIT 8 Lesson 1

My Ideal College


In the space below, illustrate your ideal college. Include as a caption a brief description of thecollege’s location, the number of students that attend, and the types of living arrangements.

Finding the Right Fit

With about 4,000 colleges to choose from, how do you fi nd the ones that can be right for you? All colleges aren’t the same—there are many diff erent types. You still have a couple of years before you have to fi gure it all out, but now is a good time to start thinking about the type of college you want to attend. And the place to start is with yourself. Th inking about your own personality, goals and needs will lead you to the colleges that fi t you best. Th ose are the colleges where you are most likely to succeed and enjoy the experience.At this point you might be fairly open to all the possibilities, so how do you focus on what matters most? Th inking about the basic, fundamental choices fi rst is a good way to begin.

Location

Th is choice is usually the most decisive. Do you want or need to live at home and commute to college? If so, you should consider if you will need a car or can take public transportation. If you want to live away at college, how far away? Do you want to be able to come home oft en, or would you rather experience a diff erent part of the country or world? Setting geographic parameters is the easiest way to cut your college search down to size. Talk to your family about the possibilities.

Setting

Another thing to consider that relates to location is a college’s setting or atmosphere. Are you excited about what a big city can off er, or are you more comfortable in a small town? If you have an ideal campus in mind, what does it look like? Do you hate cold weather, or do you enjoy the diff erent

commute to travel daily between home, school or work community college a two-year public college

WORDS FOR SUCCESS

Is There a College for You?


Did You Know?



Teach the TextRead the text aloud as a class. As you read, pause to make additions to the notes you took when you previewed the text. Have students create their personal lists for each subhead as you read. Point out that cost should not be considered at this time.

Optional ApproachHave pairs of students share what kind of “dream” college they would like to attend.

Monitor ComprehensionRemind students that the plans they make in selecting a college may change as their interests and goals change during the next several years. Ask:

• What are the benefits of living closer to home the first year in college? Would you rather commute to college or live on campus?

• What are some different settings for a college campus? How important is setting to your choice of college?

• Do you like small classes? What kind of facilities do you want or need for your major? Is the safety of the campus a consideration for you?

✔ ✔ describe different

characteristics colleges have

to offer.

✔ ✔ explain their personal

preferences for a college and

explain their reasoning.

✔ ✔ understand that they should

consider potential majors

when selecting a college.



W2 Generating Content CR, A*, R*W3 Drafting CR

21st Century

Use Systems Thinking (LI.CT.2) Make Judgments and Decisions (LI.CT.3) Solve Problems (LI.CT.4) Access and Evaluate Information (IMT.IL.1)*

HOW Do I Get There?

UNIT 8 LESSON 1 101

UNIT 8


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Is There a College for You? 101

The College for Me

seasons? Do you want to be near a desert, the ocean or the mountains? All of these things add to the setting of the school. Which setting and atmosphere will make you the most comfortable and help you to do your best work?

Size

Some colleges are very large with over 30,000 students, but some may be smaller than your high school. Most are in-between. Size can aff ect your options and experiences, such as the range of majors off ered, the variety of student activities available, how much personal attention you will receive, and the availability of facilities such as laboratories, libraries, and art studios. Th ink about which college size fi ts you best—large, medium, or small?

Housing

As you may recall from Unit 7, most schools off er a range of housing choices for students, from dorms to apartments to theme houses. Th eme houses bring students together around common interests, such as music, sports or other activities. If you plan to live away, which option will be the most comfortable and appropriate for you?

Types of Colleges

Choosing among the diff erent types of colleges usually depends upon your goals. Are you looking for a specialized program, such as the culinary arts? If so, your best fi t might be a two-year program at a community college. Community colleges off er low-cost options for either career training or the fi rst two years of a four-year program. Remember, however, that community college courses are college level—just as challenging as four-year college courses.Four-year colleges include small, private colleges and large, public universities. Th e options are vast, and colleges diff er not only in location and setting but also in what and how they teach, as well as the types of students they attract.

major the subject area in which a student specializes in college

With a partner, write a script for a mini-play that features two friends talking about how they decided which college to attend. Use what you created on page 100 as a guide for the conversation.

WORK ZONEGo to the

Most colleges have their own websites that feature information about

location, housing and other important factors. One of the best ways to begin researching which school will be the

best fi t for you is to go online.




WORK ZONE

Teach the Text cont...Monitor ComprehensionExplain to students that they will often be asked, “What do you want to major in?” or “What’s your major?” Say: During the first year or two in college, you may be undecided about your major. Even if you choose a major, you may find after taking several courses, there is something else you’d rather pursue. Start thinking about your interests and how they fit with different careers. Think about people you admire. Find out what their majors were.

English Language Learners The phrase “a good fit” may be unfamiliar. Explain that just as they shop for clothes and shoes in the proper style and size, they should look around to find a college that suits their needs and matches their personality.

First Generation Students Students may feel overwhelmed with choosing a major and a career. Explain that high school counselors can help with self-assessment tests. These tools can help them match interests and strengths with a career.



Proficient learners Guide students to work together on creating questions and developing answers for their role-playing. Students may want to work with a partner to complete page 103 and then write their essays independently.

Struggling learners Have students begin by listing their interests, skillsand strengths. Then have them assign matching classes for each category. From this list, students can create three questions. Assist students with the answers by supplying a sample list of majors and related classes. Allow students to work with a partner to complete page 103.

Have students read the directions or questions included in the Work Zone and then complete the activity.

Proficient learners


102 EDUCATOR GUIDE

UNITUNIT

Teach the Text

8888 LESSON 1 cont...

102 UNIT 8 Lesson 1

KNOW YOURSELFIn a group of four students, role-play the parts of two students and two counselors. The students should list three questions to ask the counselors about college majors, such as what classes to take or what specifi c college to attend.

Thinking About MajorsOnce you get to college, you’ll have to � gure out what to study and what major to select. For now, though, you might start by thinking about your interests, talents and strengths. How can you use these to guide you toward a career that will make you happy? From there, you can decide how a certain college major can help.

What Is a Major?One of the questions college students � nd themselves answering a lot is, “What’s your major?” What does that mean, exactly? A major is the subject area in which students concentrate their studies at college. For example, students can major in business, English, art, biology, computer science, history, criminal justice and many other subjects. At most four-year colleges, students spend a third to a half of their course work in their major, which results in a degree in that subject.

Majors and College FitKnowing what you want to learn will help you � nd colleges that meet your academic needs. For

example, if you’re interested in engineering, look for colleges that o� er a major in that subject. Most colleges include lists and descriptions of majors on their websites. But if you are undecided about your major (like most students), look for colleges that o� er a broad range of majors in case you change your mind later on.

It’s Up to You Finding colleges that are right for you involves personal decisions a� er careful research and re� ection. Seek out the advice of friends and family, teachers and counselors as you look at all the college options. But remember that in the end your college has to � t you, based on your own interests, goals and needs.

WORK ZONE

WORK ZONEGo to the WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?


FBI Agent Astronaut Dentist Animator

Possible Major and Related Career

psychologyNeed to

know how people think

Below, you will fi nd four careers. Write one course you think would be necessary to take in order to work in each career listed and a reason why the course would be necessary. The fi rst box has been completed for you. After you have completed the boxes, write an essay describing a possible career you are interested in and related courses you would want to take.


Extensions

Have students research two or more colleges they would be interested in attending based on the criteria they have listed. Have them rank the colleges in order of preference. Ask them to write a brief description that explains why this college is a good fit for them. Invite volunteers to share their results with the class.

Extensions

Have students research two or more


Proficient learners

Guide students to work together on creating questions and developing answers for their role-playing. Students may want to work with a partner to complete page 103 and then write their essays independently.

Struggling learners Have students begin by listing their interests, skillsand strengths. Then have them assign matching classes for each category. From this list, students can create three questions. Assist students with the answers by supplying a sample list of majors and related classes. Allow students to work with a partner to complete page 103.

✔ identify what a major is.

✔ describe how courses are related to specific majors.

✔ consider what kind of major they might like to pursue.


HOW Do I Get There?

UNIT 8 LESSON 1 103

102 UNIT 8 Lesson 1

KNOW YOURSELFIn a group of four students, role-play the parts of two students and two counselors. The students should list three questions to ask the counselors about college majors, such as what classes to take or what specifi c college to attend.

Thinking About MajorsOnce you get to college, you’ll have to � gure out what to study and what major to select. For now, though, you might start by thinking about your interests, talents and strengths. How can you use these to guide you toward a career that will make you happy? From there, you can decide how a certain college major can help.

What Is a Major?One of the questions college students � nd themselves answering a lot is, “What’s your major?” What does that mean, exactly? A major is the subject area in which students concentrate their studies at college. For example, students can major in business, English, art, biology, computer science, history, criminal justice and many other subjects. At most four-year colleges, students spend a third to a half of their course work in their major, which results in a degree in that subject.

Majors and College FitKnowing what you want to learn will help you � nd colleges that meet your academic needs. For

example, if you’re interested in engineering, look for colleges that o� er a major in that subject. Most colleges include lists and descriptions of majors on their websites. But if you are undecided about your major (like most students), look for colleges that o� er a broad range of majors in case you change your mind later on.

It’s Up to You Finding colleges that are right for you involves personal decisions a� er careful research and re� ection. Seek out the advice of friends and family, teachers and counselors as you look at all the college options. But remember that in the end your college has to � t you, based on your own interests, goals and needs.

WORK ZONE

WORK ZONEGo to the WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?


FBI Agent Astronaut Dentist Animator

Possible Major and Related Career

psychologyNeed to

know how people think

Below, you will fi nd four careers. Write one course you think would be necessary to take in order to work in each career listed and a reason why the course would be necessary. The fi rst box has been completed for you. After you have completed the boxes, write an essay describing a possible career you are interested in and related courses you would want to take.


WORK ZONE

EQ 1

ESSENTIAL QUESTIONS

What do colleges look for in

students?

Preview the TextHave students create a chart with the following heads: Grades, Courses, Activities and Letters of Recommendation. Have students make notes or lists under each category. For the Letters of Recommendation section, have students write the names of people who would provide a good letter at this time.


Ask students to list three things they would like to ask a college admission representative and three things they would like a college admission representative to know about them. Explain that students should supply some background when asking a teacher or mentor for a letter of recommendation.


the activity.

Proficient learners

Have students work independently on their posters or collages. Ask volunteers to share their work. After brainstorming ideas for page 105, each small group can presents its findings to the class.

Struggling learners Prompt students to think of things, other than good grades, that make a good student. Examples could be “being on time” and “being helpful and respectful.” Create groups of students with differing interests. Ask them to complete page 105. Brainstorm a list of local volunteer groups in your community and discuss how they could find more.

Proficient learners


104 EDUCATOR GUIDE


SENTIA

LE8 L8888888888

WORK ZONE

104 UNIT 8 Lesson 2

Portrait of a Good Student


Create a poster or collage of all the things you feel help make someone a good student. Incorporate words or pictures that describe a successful student.

Getting to Know You

Just as you are interested in fi nding a college where you will be happy, colleges are interested in admitting students who will be successful on their campuses, academically and socially. Colleges have diff erent missions, diff erent values and diff erent emphases in both their academic and extracurricular dimensions. Not all students will be happy at their institutions, so the challenge for colleges is to get to know applicants and fi gure out who will thrive there.Most colleges use a variety of ways to get to know students, so they can determine who will fi t well

in their academic community. Th e application is just one part of the puzzle. Many colleges have college admission representatives who meet with students in schools and at college fairs. Colleges also invite campus visits and welcome e-mails from applicants. Th eir goal is to fi gure out who is genuinely interested in attending their college and who is likely to succeed.

Grades

Grades, of course, play an important role in how colleges decide which students to accept. While grades don’t reveal everything about a student, they are a very good indication of whether a student

college admission representatives college staff that meet with prospective applicants and take part in admission decisions

letter of recommendation a letter written for you by a teacher, coach or counselor that tells colleges about your abilities, work ethic, or character

WORDS FOR SUCCESS

What Do Colleges Look for in Students?



Teach the Text As you read, emphasize that grades, test scores and types of courses taken are important to most colleges. Extracurricular activities, volunteer work and jobs also show that students are committed workers. Remind students that they have time now to improve their grades and sign up for more challenging classes. Encourage students to take the PSAT/NMSQT®.

Optional ApproachHave partners brainstorm four different careers and explain how writing is essential to each career.


• Explain why colleges consider grades for admission. List ways in which you can improve your grades.

• Name an advanced course you would like to take. Make a list of questions you have for the teacher.

• Ask: Why do you think writing is such an important skill? How can you start improving your writing?

• Ask students why they think work experience and extracurricular activities are important to colleges.

✔ ✔ describe some characteristics

of a successful student.

✔ ✔ identify some qualities that

college representatives look

for in students.

✔ ✔ explain what college

representatives consider

when reviewing potential

students to admit.



W2 Generating Content CRW3 Drafting CR, A, R*

21st Century

Communicating Clearly (LI.CC.1) Reason Effectively (LI.CT.1) Make Judgments and Decisions (LI.CT.3)*

HOW Do I Get There?

UNIT 8 LESSON 2 105

UNIT 8


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

What Do Colleges Look for in Students? 105

How Can I Volunteer?

can handle the academic work their institution expects. At selective colleges—colleges that have to turn away more applicants than they can admit—good grades in rigorous courses will be an important factor in the admission decision. Th e better your grades, the more appealing you will look to colleges and the more options you will have for getting into the school of your choice.

Courses Taken

While grades are important, they are not the only thing colleges look at when deciding which students to admit. Th e courses you take in high school also show colleges what type of student you are. If you get good grades in high school but take extremely easy classes, you are not going to look nearly as impressive to colleges as if you take challenging courses and get good grades. A “B” grade in Advanced Placement® English, for instance, can look more impressive to colleges than an “A” in a non-AP English class. Th at’s because colleges know what’s involved in AP courses and how closely they are aligned with college work.

Tests Matter

Taking a standardized test might not be your idea of fun, but it is an important tool that colleges use to select students. Taken with the

other factors, test scores can serve as reliable indicators of how well you’ll do in college. Some important tests to keep in mind and prepare for include the SAT®, the SAT Subject TestsTM, and the Advanced Placement Exams. (You can take the PSAT/NMSQT® to prepare for the SAT.) Some of these tests are given at schools several times a year; others, like the AP Exams, are given in May. Check with a teacher or counselor to fi nd out where and when they’re off ered, and when you should take them.

Why Write?

Writing is a communication skill that you will need no matter what career you enter. Even if you don’t write novels, newspaper articles or poems for a living, you will almost certainly have to express your ideas or present facts in reports, messages, or memos, no matter what type of media you’ll be using. Th e ability to write is more important than ever, and colleges want students who have developed this skill.Colleges get an indication of your writing skills from standardized tests such as the SAT. Many require either a personal statement or an essay as part of the application. Th e essay not only indicates your writing skills, but reveals your personality, creativity, and oft en, the depth of your interest in a particular college.

In a small group, fi nd out what clubs or organizations in your school or community do volunteer work. What do they do? How can you join?



WORK ZONE

Teach the Text cont...Monitor ComprehensionEncourage comprehension and discussion with a Think Aloud. Say: Letters of recommendation are important for college admission and for many jobs. Who do you think would write a good letter of recommendation for you?

Many types of school activities, volunteer work and jobs show you can manage schoolwork and responsibility. What else do these activities say about you to a prospective college?


the activity.

English Language Learners Point out that states have different ways in which they accommodate English language learners in taking standardized tests. Encourage students to discuss these provisions with your school counselor.


Have students start writing their own biographies to refine later. Their writing could be helpful for a letter of recommendation or admission essay.

Proficient learners

Have proficient learners think about which advanced courses your school offers they should consider taking. To extend, have students write a complete essay for the writing prompt on page 107.

Struggling learners Discuss writing prompts and suggest some ideas. Prompt students to use a prewriting activity, such as outlining, word webbing or brainstorming.


y

Proficient learners



106 EDUCATOR GUIDE


h th T

LE8 L8888888888

106 UNIT 8 Lesson 2

Class Last Grade Explain the Grade How I Can Improve

What Else Do Colleges

Look For?

Besides grades, courses taken, test scores and writing, what else do colleges consider when admitting students to college? While criteria will vary from school to school, many colleges read recommendations and look at your extracurricular activities when making decisions about applicants.

Letters of Recommendation

Some colleges will also ask for a letter of recommendation that provides information about your abilities, work ethic or character from one of your teachers, coaches, counselors or other important people in your life. Th ese letters can help admission boards see another side of you, perhaps one that isn’t refl ected in your grade reports or test scores. Try to develop good relationships with some of your teachers in your junior and senior

year so that they can help you with a letter of recommendation when you’re a senior. If you share your goals with teachers, ask for help when you need it, and do your best work. You’re helping yourself by showing others that you take school and your future life’s work seriously. Teachers will remember that when you ask for a letter of recommendation.

Activities

Colleges tend to look for students who perform well not only in classes, but who also participate in school activities. Whether it’s sports, music, drama, art or a student club, a school activity gives you the chance to show your strengths and develop your interests. Leadership skills, for instance, oft en show up during activities, as do teamwork and interpersonal skills. Plus, students involved in activities show the ability to manage their time wisely, prioritize and hold to their commitments—all qualities that admission boards like to see.

WORK ZONEUsing a copy of your last report card, write a brief explanation of the grades that weren’t as good as you want them to be.

Focusing on My Grades

Math I C+ (78) The class was difficult Get more tutoring



Extensions

Have students write a paragraph about how a certain interest, talent or hobby they have makes them unique. Have each student explain why he or she became interested in the activity and what involvement in it says about who he or she is as a person.

Extensions

Have students write a paragraph about


✔ realize the variety of elements that college representatives examine when reviewing applicants.

✔ understand the part that grades and courses taken can have in getting admitted to a college.

✔ understand the importance of writing skills in the college application process.


Proficient learners

Have proficient learners think about which advanced courses your school offers they should consider taking. To extend, have students write a complete essay for the writing prompt on page 107.

Struggling learners Discuss writing prompts and suggest some ideas. Prompt students to use a prewriting activity, such as outlining, word webbing or brainstorming.

HOW Do I Get There?

UNIT 8 LESSON 2 107

106 UNIT 8 Lesson 2

Class Last Grade Explain the Grade How I Can Improve

What Else Do Colleges

Look For?

Besides grades, courses taken, test scores and writing, what else do colleges consider when admitting students to college? While criteria will vary from school to school, many colleges read recommendations and look at your extracurricular activities when making decisions about applicants.

Letters of Recommendation

Some colleges will also ask for a letter of recommendation that provides information about your abilities, work ethic or character from one of your teachers, coaches, counselors or other important people in your life. � ese letters can help admission boards see another side of you, perhaps one that isn’t re� ected in your grade reports or test scores. Try to develop good relationships with some of your teachers in your junior and senior

year so that they can help you with a letter of recommendation when you’re a senior. If you share your goals with teachers, ask for help when you need it, and do your best work. You’re helping yourself by showing others that you take school and your future life’s work seriously. Teachers will remember that when you ask for a letter of recommendation.

Activities

Colleges tend to look for students who perform well not only in classes, but who also participate in school activities. Whether it’s sports, music, drama, art or a student club, a school activity gives you the chance to show your strengths and develop your interests. Leadership skills, for instance, o� en show up during activities, as do teamwork and interpersonal skills. Plus, students involved in activities show the ability to manage their time wisely, prioritize and hold to their commitments—all qualities that admission boards like to see.

WORK ZONEUsing a copy of your last report card, write a brief explanation of the grades that weren’t as good as you want them to be.

Focusing on My Grades

Math I C+ (78) The class was difficult Get more tutoring


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

What Do Colleges Look for in Students? 107

My College Essay

Volunteer WorkSimilar to school activities, volunteer work can give colleges a better picture of who you are and what is important to you. Volunteer work shows what you like to do outside of school and how you have made an impact on your community. Have you helped set up block parties or neighborhood events? Do you spend time helping elementary school kids improve their reading skills? Do you o� er your time at the food bank, organizing items that have been donated? � ese are just a few ways that you can help your community. If you’re not sure how to get started as a volunteer, a teacher or school counselor might be able to help. Many high schools o� er volunteer opportunities throughout the year.Does your high school have an honor society? Many of these types of societies are service oriented and require members to volunteer a certain number of hours every year. Volunteering has many advantages. Not only does it look good to colleges, it also gives you a sense of accomplishment and improves your community.

The following prompts are typical of the ones you’ll see on college applications. Choose one and respond to it below. Outline some ideas before writing. 1. Write a paragraph about a local, national or global issue that you think is important

to address.2. Describe a character in a book, fi lm or television show who thinks or acts like you.

What does this reveal about your personality and interests?

WORK ZONEGo to the

UNITUNIT999


ENDURING UNDERSTANDING: I have options for paying for college and there is financial help available.

Finding the Money for CollegeUNIT OBJECTIVES

Students know where financial aid comes from; know the basic components of financial aid; know the difference between need and merit; understand the relationship between academic success in high school and financial aid; and know that families benefit by saving for college.

LESSON 1

How Will You Pay for College? Students learn that there is money available for students who can’t pay the full cost of college. They learn that many students need and receive financial aid from the federal and state governments and the colleges themselves. They learn that there are formulas that determine how much a family needs, and also scholarship money for those with special talents, great academics or athletic skill.

• The overarching message of this unit is “Don’t count yourself out of college; not all colleges are expensive, and financial aid is available to help make college affordable.” If you have students that might be thinking college is just too costly to be within reach, their acceptance of that message can be a turning point, motivating them to reach higher and succeed in school.

• College costs cover a wide spectrum. Recent data shows that the majority of college students attend schools with tuitions less than $10,000 per year.

• Every year, thousands of students who are eligible for financial aid don’t even apply for it out of ignorance. The fact is, there is $126 billion in financial aid available for undergraduate study in this country.

• There is no stigma to applying for financial aid. Over two-thirds of all full-time college students receive some amount of financial aid. Most recent data show that on average, full-time students receive about $14,400 of grants and tax benefits in private four-year colleges, $5,400 at public four-year institutions, and $3,000 at public two-year colleges. (College Board, Trends in College Pricing, 2009).

108A EDUCATOR GUIDE


Engaging FamiliesMany families are not familiar with the different types of financial aid. Encourage students to meet with their parents or other family members to discuss financial aid with a counselor. Find out if your counseling office automatically schedules these meetings or if students should schedule the meetings themselves.


Pages 110–111, 114–115

PO

es 110–11

EngManywith tfinanstudeparenmemaid wout ifautomtheseshouthem

PPage

LESSON 1 cont...

• Most aid money is awarded based on need, not merit. How is a student’s need determined? Most financial aid is based on a formula that estimates how much a family can afford to pay for college. The difference between that estimate and the cost of any particular college is the family’s need. If the formula indicates a family can contribute $4,000 a year toward college costs, that is the expected family contribution (EFC) whether the college costs $10,000 a year or $35,000 a year. That family’s need in the first instance is $6,000; in the second it is $31,000.

• Only colleges with large endowments are able to meet the full need of every student they enroll.

• For those colleges with limited funds, the amount of aid they will offer an applicant primarily depends upon two factors: the amount of funds available at the time the student applies, and how badly the college wants that student to enroll. That leads to another key message to give your students—that working hard for good grades in high school will not only make it more likely that they will be accepted to the college of their choice, but also more likely that they will receive enough financial aid to make that college affordable.

• The two main forms of financial aid are gift aid that is free, such as grants and scholarships; and self-help aid that has to be paid back (loans) or worked for (work-study).

• Explain to your students that they will not know what the true cost of any college will be until after they apply to that college and receive an offer of financial aid.

LESSON 2

What Can You Do Right Now? Students know the importance of discussing college financing with their families. They understand how academic success in high school affects financial aid, and learn the benefits of saving for college. They know that financial aid can make college affordable.

• In the United States, a key premise of the financial aid system is that families, including the student, are expected to pay what they can toward college. Most will pay through a combination of savings, current income and borrowing.

• Despite the rumor that saving may hurt your chances of getting aid, saving pays. Having savings reduces the amount families need to borrow to pay the expected family contribution.

• Explain to your students the benefits of a summer job: earning money for college, learning important skills and gaining insights into what kind of work they might want to do or NOT want to do in the future. Even unglamorous jobs help develop communication, collaborative and time management skills, all valuable in college and the world of work.



UNIT OBJECTIVES

Know where financial aid •

comes from.

Know the difference between •

need-based aid and merit aid.

Understand the relationship •

between academic success in

high school and financial aid.

Know that families benefit by •

saving for college.


I have options for paying for college and there is financial help available.


Think AloudHave students think about the Enduring Understanding. Say: Have you heard of any types of financial aid? Have students write their ideas on the board. Ask them if they know how grades, talents and athletics contribute to scholarships and grants. Explain that students should never dismiss a college they feel is a good fit based on cost as financial aid is usually available.

In Unit 8,students considered what colleges would be a good fit. They assessed how their grades would be viewed by colleges.


In Unit 8,students consideredwhat collegeswould be a good fit.They assessed how their grades would be viewedby colleges.


LO

OK

ING

BA

CK

UNIT OBJECTIVES

Know where financial aid •

comes from.

Know the difference betwe•

need-based aid and merit a

Understand the relationshi•

between academic success

high school and financial a

Know that families benefit•

saving for college.


108 EDUCATOR GUIDE

UNITUNITUNIT

T OBJE

9999999999999999 UNIT OPENER

You’ve learned the importance of having an academic plan to get to college. In addition to developing a strategy for taking all the right classes and earning good grades, you will want to think about your plans for fi nding and saving money to pay for your college education. Putting together a plan and knowing how you’ll fi nance your college education is part of your journey through high school. There are many people willing to help you with your planning, and many resources available if you know where to look for them.

108 UNIT 9

You’ve learned the importance of having an academic plan to get to college. In addition to developing a strategy for takingall the right classes and earning good grades, you will want tothink about your plans for fi nding and saving money to pay foryour college education. Putting together a plan and knowing how you’ll fi nance your college education is part of your journey through high school. There are many people willing tohelp you with your planning, and many resources available if you know where to look for them.

Finding the Moneyfor College

UNITUNIT999

LESSON 1 LESSON 2

How Will You Pay for College? What Can You Do Right Now?

Pages 110–113 Pages 114–115


9UNIT 99




the activity.

Proficient learnersHave students explain to the class how they arrived at their cost projection for the Think column. Have them tell how they decided which partner’s answers were the most accurate.

Struggling learnersAsk struggling students what they think goes into the cost of college. What will they be paying for? Partner students with those who have some background knowledge on college costs for the Pair activity.

Proficient learners


Materials

Lesson Resources

Additional Resourceswww.fafsa.gov

Chart with college costs (Lesson 1)

Local want ads (Lesson 2)

College profiles with current cost information

HOW Do I Get There?


UNIT99


“Th ere are so many options available for paying for college. In America, a place that has so many opportunities, scholarships and fi nancial aid are available to just about everyone. It takes time and dedication to fi nd money to fi nance college, but I believe anyone can do it.”

VOICE OF EXPERIENCE


Finding the Money for College 109

“Th epayinhas sand fieveryfi nd


Write your answers to the questions in the Think column. Then talk with a partner and add any new answers in the Pair column. Then, share your answers with the class.

1. How much do you think it will cost to attend a state university for four years?2. How much will it cost to attend a private college, such as Stanford?3. How can you save some of the money you will need for college?

WORK ZONE

Think Pair

1. 1.

2. 2.

3. 3.

Four-year state university costs between $13,000 and $18,000 a year for tuition and fees and room and board.

Private colleges cost between $30,000 and $44,000 a year for tuition and fees and room and board.

Students can save money for college from part-time jobs, allowances and financial gifts.



WORK ZONE

EQ 1

EQ 3

ESSENTIAL QUESTIONS

Are there different ways to

pay for college? What are

some of them?

What is the difference

between need and merit?

Preview the TextHave students scan the title and subheads. On the board, draw two T-charts. On the first chart, use the labels Gift Aid and Self-Help Aid. On the second chart, label the columns Need-Based Aid and Merit Aid. Have students create their own charts as well. As you read, fill in the charts with definitions and key words, as the different types of aid are being discussed in the text.


Have students compare and contrast the words self-help aid and grant. As you preview the lesson, explain to students which they will encounter first—the Free Application for Federal Student Aid (FAFSA) or the expected family contribution (EFC). (They will first encounter the FAFSA and completion of that will tell them their EFC.)


the activity.

Proficient learnersHave students work in pairs to complete the activity. To extend, students can research the same information for a college of their choice.

Struggling learners Assist students in completing the chart. Explain that some costs are set by the college, but others, like books and supplies, are estimates. Point out that personal expenses are not included in these costs.

Proficient learners


WHave stud

110 EDUCATOR GUIDE


SENTIA

LE9 L999999999999999

WORK ZONE

110 UNIT 9 Lesson 1


Choose three colleges from descriptive materials provided by your teacher. Fill in the chart below and include the following information: tuition, room and board and other costs you can fi nd. Do any of these costs surprise you? Discuss with a partner.

Most students plan to attend college aft er they fi nish high school, and almost all of them are concerned about how to pay for a college education. Although it’s true that college can be expensive, it’s also true that every year millions of students who need help paying for college receive some form of fi nancial aid from a variety of sources, including the government, the colleges themselves and private organizations.

What Is Financial Aid?

Financial aid is money that is available to help you pay for college. It is designed to make up the diff erence between what your family can aff ord to pay and what the colleges you want to go to cost.

You have to apply for fi nancial aid in order to get it. You’ll do that by fi lling out forms during your senior year when you apply to colleges. If a college wants you to attend but sees you can’t aff ord to, it may off er you fi nancial aid so that you can. Because of fi nancial aid, most students can aff ord to get a college education. More than two-thirds of all full-time students attending college right now are receiving some kind of fi nancial aid.

What Does the Aid Cover?

Besides your tuition, fi nancial aid can cover the costs of room and board (food and a place to sleep) if you live on campus, books and supplies for your classes, and transportation to and from your home to campus. It can also cover fees

How Will You Pay for College?

WORDS FOR SUCCESS

self-help aid fi nancial aid, such as loans and jobs, that requires repayment or employment

grant fi nancial aid given to a student that does not have to be paid back

Colleges Tuition Room and Board

College

College

College



Teach the TextHave students read the text with a partner, filling out their T-charts as they read. Then, reread the lesson as a class, filling in the T-charts on the board. Emphasize that students should never count themselves out of college based on cost.

Optional ApproachHave students complete a graphic organizer that explains how the financial aid system works.

Monitor ComprehensionEncourage discussion by asking the following questions:

• What is financial aid? On average, how many students receive financial aid?

• What is the difference between gift aid and self-help aid? What are two types of gift aid?

• What are some ways you can earn merit aid?


• How does a college determine how much aid you receive?

• When considering how you might get financial aid later, why is it important now to focus on your academics, talents and athletics in high school?

✔ ✔ recognize some of the various

costs associated with college.

✔ ✔ understand that there are

several ways to receive

financial aid.

✔ ✔ understand components

of the process to apply for

financial aid.



W2 Generating Content R, CR*

21st Century

Use Systems of Thinking (LI.CT.2) Solve Problems (LI.CT.4)Communicate Clearly (LI.CC.1)*

ASCA

A.10 Technology*

HOW Do I Get There?

UNIT 9 LESSON 1 111

UNIT 9


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

How Will You Pay for College? 111

colleges might charge for such things as health insurance or student activities. Financial aid may even cover some living expenses if you commute from home or live off campus.

Types of Financial Aid

All types of fi nancial aid can be grouped into two major categories: gift aid and self-help aid. Gift aid is free money that does not have to be repaid, such as scholarships and grants. Self-help aid either has to be paid back or worked for, such as a loan or a work-study job.

Need vs. Merit

Need-based aid is given on the basis of your family’s ability to pay the full cost of a particular college. Th e amount of your need will vary from college to college because it depends on the cost of attending an individual college.Merit aid is given on the basis of something you’ve done to earn it—such as getting good grades, showing good character or developing your talent or athletic abilities. Financial aid awards can include both need-based and merit aid, although most aid available has a need component.

Grants and Scholarships

Th ese terms are oft en used interchangeably for any type of gift aid, but there is a diff erence. A grant is usually given only on the basis of need. Scholarships usually require merit, such as a certain grade point average. Oft en, scholarships require a showing of need as well.

Loans and Work-Study

A loan is an amount of money you and your family can borrow to help pay college expenses. Since you have to pay the money back, a loan may not sound much like aid; but they can be a good deal. Th e federal government off ers low-cost student loans that you don’t have to start paying back until aft er college. Most families borrow part of the money they need to pay for college. Work-study is another program sponsored by the federal government. If you qualify for work-study, you will be off ered a part-time job on campus as part of your fi nancial aid.

FAFSA (Free Application for Federal Student Aid) a form completed by all applicants for federal student aid

expected family contribution (EFC) the total amount students and families are expected to pay toward college for one year

Books and Supplies Fees Total Costs



WORK ZONE

Teach the Text cont...• Name three other reasons why a student

might be awarded a scholarship.

• When considering what financial aid you might get from different colleges, why should you consider a variety of colleges when you start applying?


the activity.

English Language Learners If the application process for financial aid seems overwhelming, remind students that there is a lot of information available at the local library, and that as they get closer to the time of application, there will be people at school and the colleges to explain the process and unfamiliar terms. Financial aid terms are not familiar to most people!


Suggest that students involve their family in their exploration of financial aid. It is important that the family understand the processes, the sources of aid and how aid makes college possible.

Proficient learners

Have students work on page 112 independently. Students may work with a partner to share ideas to complete page 113.

Struggling learners Help students with the flowchart on page 112 by numbering the events in the text. Assist students with the chart on page 113 by discussing the options outlined in the lesson.


y

Proficient learners



112 EDUCATOR GUIDE

UNITUNITUNIT

h th T

9999999999999999 LESSON 1 cont...

112 UNIT 9 Lesson 1

How Is Your Aid Determined?

Your family is expected to contribute as much as it can to your college expenses. In order to give out fi nancial aid fairly, the U.S. government will look at your family’s income, assets and other fi nancial details to see how much your family should be able to pay. Th is information will be provided by you and your family in a form called the FAFSA that you will fi ll out during your senior year.Once your family’s fi nancial information has been reviewed, a number called the expected family contribution (EFC) is assigned. Th is is the minimum amount your family will be expected to pay toward your college education. Th e diff erence between what a college costs and your family’s EFC indicates how much aid you need.

It Depends on the College

Th e federal government’s calculation of your EFC remains the same no matter where you decide to go to college. Colleges will consider this calculation when they review your aid application. Some colleges will also make their own calculation, depending upon their own policies and the amount of money they have available to meet the fi nancial need of the students they admit.

Th e amount of aid you get ultimately depends on the college. While some colleges have enough resources to meet every student’s full need, some colleges are not as well funded. In that case, the amount of aid you are off ered might be less than you need, and the amount you pay will be higher than your EFC. Colleges with limited funds usually make their best off ers to the students they most want to attract. Th at’s another reason why working hard for good grades in high school is a smart idea.

What’s Out There for You?

Federal and state governments provide most need-based fi nancial aid through grants, loans and work-study. Another source of aid is through the colleges themselves, using their own funds. Nearly half of all grants given to incoming freshmen come from the colleges that admit them. Colleges also off er merit scholarships. In most cases you are automatically considered for these scholarships when you apply for admission, but sometimes you have to apply for them separately. You should

WORK ZONEPut the following actions in the right order in the ovals below, and write in the oval when they happen in the process: College awards aid; Family fi les the FAFSA; Family looks for other sources of aid; Family learns its expected family contribution

Many colleges offer fi nancial aid calculators on their websites that you can use to get an

idea of what the net price will be for you.

Many colfi nancial aid con their websiy

Mafin

TIPTIP

Family files the FAFSA

Family learns its expected family

contribution

Family looks for other

sources of aid

College awards aid



✔ understand that financial aid can be found in many places.

✔ recognize that financial aid may not cover all of their college expenses.

✔ realize that they should not eliminate a college because of cost.


Proficient learners

Have students work on page 112 independently. Students may work with a partner to share ideas to complete page 113.

Struggling learners Help students with the flowchart on page 112 by numbering the events in the text. Assist students with the chart on page 113 by discussing the options outlined in the lesson.

Extensions

Have students conduct research or interviews to find out the associated costs with one or two colleges they are thinking about attending. Students should research what kind of financial aid the college provides and what some of the eligibility requirements are. Point out that many college websites provide information about loans, grants and student employment. Have students present their findings in small groups and share ideas on how they can start preparing now to pay for college.

Extensions

Have students conduct research or


HOW Do I Get There?

UNIT 9 LESSON 1 113

112 UNIT 9 Lesson 1

How Is Your Aid Determined?

Your family is expected to contribute as much as it can to your college expenses. In order to give out � nancial aid fairly, the U.S. government will look at your family’s income, assets and other � nancial details to see how much your family should be able to pay. � is information will be provided by you and your family in a form called the FAFSA that you will � ll out during your senior year.Once your family’s � nancial information has been reviewed, a number called the expected family contribution (EFC) is assigned. � is is the minimum amount your family will be expected to pay toward your college education. � e di� erence between what a college costs and your family’s EFC indicates how much aid you need.

It Depends on the College

� e federal government’s calculation of your EFC remains the same no matter where you decide to go to college. Colleges will consider this calculation when they review your aid application. Some colleges will also make their own calculation, depending upon their own policies and the amount of money they have available to meet the � nancial need of the students they admit.

� e amount of aid you get ultimately depends on the college. While some colleges have enough resources to meet every student’s full need, some colleges are not as well funded. In that case, the amount of aid you are o� ered might be less than you need, and the amount you pay will be higher than your EFC. Colleges with limited funds usually make their best o� ers to the students they most want to attract. � at’s another reason why working hard for good grades in high school is a smart idea.

What’s Out There for You?

Federal and state governments provide most need-based � nancial aid through grants, loans and work-study. Another source of aid is through the colleges themselves, using their own funds. Nearly half of all grants given to incoming freshmen come from the colleges that admit them. Colleges also o� er merit scholarships. In most cases you are automatically considered for these scholarships when you apply for admission, but sometimes you have to apply for them separately. You should

WORK ZONEPut the following actions in the right order in the ovals below, and write in the oval when they happen in the process: College awards aid; Family fi les the FAFSA; Family looks for other sources of aid; Family learns its expected family contribution

Many colleges offer fi nancial aid calculators on their websites that you can use to get an

idea of what the net price will be for you.

Many colfi nancial aid con their websiy

Mafin

TIP

Family files the FAFSA

Family learns its expected family

contribution

Family looks for other

sources of aid

College awards aid


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

IG

oing

?W

HE

RE

Am

I Goin

gg?

HO

WD

oI

Get

Th

ere?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HO

Am

I?

How Will You Pay for College? 113

always check with each college to determine its application procedures for both need-based and merit aid. In addition to merit scholarships awarded by colleges to their incoming students, you can apply independently for scholarships available from outside sources. � ey can be based on di� erent quali� cations, such as your place of residence, ethnic background, minority status, religion, military service or the course of study you plan to pursue. Although these scholarships make up only about 8 percent of total available � nancial aid, they are still worth considering because they can help make up any shortfall in the amount of aid you are o� ered by your colleges.

How Financial Aid Affects Your Choice of CollegesAs you begin to look at colleges, you’ll discover that costs vary greatly. Public colleges cost less than private colleges, and two-year community colleges cost less than four-year colleges. More than half of all college students currently attend colleges that cost less than $10,000 per year for

tuition and fees. Others attend schools with a much higher “sticker price,” the price shown by colleges in their brochures. But because � nancial aid is based on a family’s ability to pay, not what colleges cost, it allows any student to consider colleges in all kinds of price ranges. So while the most expensive college is not necessarily the best one for you, you should not rule out a college that is a good � t because of a high cost. � at college might o� er you enough � nancial aid to make it a� ordable for you and your family.

Based on what you’ve learned and on conversations with counselors or teachers, fi ll in the ovals of the web below with possible options for funding your college education.

WORK ZONEGo to the

Money for College

WORK ZONEW

EQ 1

ESSENTIAL QUESTIONS

How can I contribute to

paying for college?

Preview the TextHave students scan the title and subheads. Ask them to preview the Personal Budget Planner on page 115. On the board, create a list of ways students earn money and what they typically spend their money on. Begin a discussion about the pros and cons of summer jobs and working a part-time job during the school year. Ask who is saving money. Ask volunteers to share what they are saving for.

Teach the Text Read the text as a class and have students highlight key sentences. Begin a discussion about talking to family members about money, noting that many people do not like to discuss their personal finances. Students should find out if their parents or family members have made any financial plans for their college future. It is a topic they should discuss together and discover what options are available.

Proficient learners

Have students work independently on the activity on page 115. Encourage students to figure out how much money they could save if they changed some of their spending habits.

Struggling learners Assist students with the Personal Budget Planner on page 115. Allow students to work with a partner so they can discuss where they spend their money. Ask students to tell what they do when they spend more than they earn. Brainstorm ways in which they can cut back on spending.

Proficient learners



the activity.

114 EDUCATOR GUIDE


SENTIA

LE9 L999999999999999

WORK ZONE

114 UNIT 9 Lesson 2


Talk to Your Family

Th ere are several things you can do in your fi rst years of high school to plan for how to pay for college. Talking to your family to fi nd out their expectations is a good place to start. You will need their help and support throughout the process. It will be important for you to know if your family is setting aside any money for your college expenses, and if they are willing to borrow money to help you pay for college.

Save Some Money

Another way to start planning for college is to start saving some money. Every little bit helps, and it’s never too late to start. Many high school students fi nd part-time jobs to help pay for expenses. If you can put just $5 a week in a savings account throughout high school, you will have over $1,000 saved by the time you graduate.

Working for Good Grades

Helps, Too

As you learned in Lesson 1, many colleges award students aid money on the basis of merit. Th ey do this to attract the students they want most, and they may award this money even if it is more than the student’s calculated fi nancial need. So working hard in high school not only increases your chances of getting into college, it can increase your chances of getting fi nancial aid to help pay for college.

Know the Facts

Despite the media hype about rising college costs, a college education is more aff ordable than most people think, especially when you consider that not all colleges are expensive, and most students qualify for some amount of fi nancial aid. You should also consider that the typical college graduate earns about $20,000 more a year than the typical high school graduate. So don’t count yourself out. Keep working hard, get all the information you need, and be ready to apply for fi nancial aid on time.

What Can You Do Right Now?

Think about all the ways that you spend your money. Write down what you spend it on and how much you spend.

What I Spend Money On How Much I Spend



Optional ApproachHave students make a list of potential part-time jobs that they could do.


• Has anyone started saving for college?

• Do you know if your parents or family members have set up a college fund?

• Did you know that your grades can affect your chances of getting financial aid?

✔ ✔ realize that they will be

responsible for paying at

least part of their college bill.

✔ ✔ recognize that they should

start saving for college.



W2 Generating Content RMII.1.4.1

21st Century

Use Systems of Thinking (LI.CT.2) Solve Problems (LI.CT.4)Make Judgments and Decisions (LI.CT.3)*

Extensions

Have students research ways to help pay for college, such as scholarships and part-time jobs. Students can review want ads in newspapers or online to find out if there are any jobs that they qualify for and summarize them in a report they will provide for the class to review. They can also speculate on services they could provide to make money, such as giving guitar lessons, baby sitting, providing landscaping services or starting a small business.

Ex

Have stude

HOW Do I Get There?

UNIT 9 LESSON 2 115

UNIT 9


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

What Can You Do Right Now? 115

Where do I get my money each week? How do I spend my money each week?

Allowance

Gifts

Jobs

Other

Weekly TOTAL

$

$

$

$

$

$

Entertainment

Food

Gifts

Other

Weekly TOTAL

$

$

$

$

$

$

Personal Budget Planner

How good are your budgeting skills? Use the budget planner below to estimate how much you can save for college.

Subtract the total amount that you spend from the total amount that you earn each week. Record the answer.

Total amount I earn: $

Total amount I spend: – $

= $

Do you spend more than you earn or earn more than you spend?

What can you do to save money for college each week? List your ideas.

What is a realistic amount of money that you can save every week? $

Multiply that number by 52. $ × 52 = $

This is how much you can save in one year.

Multiply the result for one year by 3. This is $ × 3 = $ how much you can save in three years.



UNITUNIT10101010


ENDURING UNDERSTANDING: The more I know about college and prepare for it, the more likely I will achieve my goals in life.

Being Prepared, Meeting Goals UNIT OBJECTIVES

Students synthesize what was learned in the CollegeEd Course.

LESSON 1

Putting It All Together: Students review and synthesize what they have learned in CollegeEd. They reflect on the three themes of the course: who they are, where they are going, and how they will get there—as a result of their CollegeEd experience.

• Students should be given the opportunity to critically think through what they have learned in the program. They should outline in sequence what they plan to do moving forward to prepare for high school, college and a career based on the work done in the Work Zones.

• In addition to answering the questions posed in the lesson, students could create a culminating work—a portfolio, poster, PowerPoint presentation, story or other representation of what they have learned in CollegeEd.

• Students should be encouraged to reflect on how their answers to the questions Who Am I? Where Am I Going? and How Do I Get There? may have changed over the course of their CollegeEd experience.

• Students should reflect on ways to continue to explore and learn about colleges, majors and careers; their interests, needs and goals will continue to evolve in the final years of high school—and beyond.

• Help them focus on how extracurricular activities—including part-time jobs and volunteer work—help them learn who they are and where they might want to go in life.

• Have students reflect on the many people in their lives who can support their dreams.

• Encourage them to share what they have learned in CollegeEd with younger friends or siblings—they can be part of a support network for others.

116A EDUCATOR GUIDE


Engaging FamiliesEncourage students to meet with both parents or other family members to discuss how to prepare for college and its requirements. Encourage students to communicate with their family, as well as their counselor, and engage them in this process.


Pages 118–119

PO

es 118–11

EngEncowith familyhow tits restudetheir counthis p

PPage

LESSON 1 cont...

• Students should be able to outline or list topics of conversation related to college planning and career exploration that they have had with family members.

• This is an opportunity to help students focus and to allow them time to reflect and list what other questions they have that require answers, opinions or discussion with family members.



UNIT OBJECTIVES

Synthesize what was learned in •

the CollegeEd Course.


The more I know about college and prepare for it, the more likely I will achieve my goals in life.


Think AloudThink about the Enduring Understanding with students. Have students write a list of what they have learned about college so far. After a few minutes, have volunteers read items from their lists. Encourage discussion by elaborating on their ideas. Ask volunteers to share any actions they have taken to help prepare them for college since beginning this course.

In Unit 9, students learned that financial aid is available to help pay for college. Students considered different ways they could save for college and seek financial aid.

Preview the LessonsHave students read the lesson title on page 116. Have them predict what they will read in the unit. They can discuss questions they have before they read.

In Unit 9, studentslearned that financial aid is available to help pay for college. Studentsconsidered different ways they could save for collegeand seek financial aid.


LO

OK

ING

BA

CK

UNIT OBJECTIVES

Synthesize what was learn•

the CollegeEd Course.


The more I know about collegand prepare for it, the more liI will achieve my goals in life

Then have students read the text onpages 116–117.

Think AloudThink about the Enduring Understanwith students Have students write a

116 EDUCATOR GUIDE

UNITUNITUNIT

T OBJEC

100000100110000000111011001111110000001010 UNIT OPENER

What’s Next?

You have learned a lot about the process of planning for college. You know that college is a defi nite option for you. You have an idea of what type of college fi ts you best, ways that you can afford it, and what you will need to do to get accepted. You know how to develop and connect your interests to possible careers. You also have new organizational skills that you can apply to both high school and college. And you have developed a network of people who will support you as you aim for your goal.

116 UNIT 10

What’s Next?

You have learned a lot about the process of planning forcollege. You know that college is a defi nite option for you. You have an idea of what type of college fi ts you best, waysthat you can afford it, and what you will need to do to getaccepted. You know how to develop and connect your interests to possible careers. You also have new organizationalskills that you can apply to both high school and college. And you have developed a network of people who will support you as you aim for your goal.

Being Prepared, Meeting Goals

UNITUNIT10

LESSON 1


Pages 118–119

1010


10UNIT 1010




the activity.

Proficient learnersHave students work independently. For each item they checked “no,” have them write a sentence or two on how they could become better prepared.

Struggling learnersAssist students by turning statements into questions. Ask students to identify their current situation for each item. Then ask them if they plan on making changes next semester or next year.

Proficient learners


HOW Do I Get There?


UNIT1010


“When I arrived at the 9th grade, I wasn’t sure about which college I was going to attend. I thought, I can always come back to the college process in my junior and senior year. . . . I now believe the earlier you start, the better off you will be. Th ere’s no such thing as being over prepared.”

VOICE OF EXPERIENCE


Being Prepared, Meeting Goals 117

“When I arrivedsure about whichattend. I thoughtthe college procesyear. . . . I now bthe better off you

VOICE OF E10UNITUU TTTUUUUNNNNIIITTTTUNIT 10

Check the box that refl ects how prepared you feel to complete each step in the college-planning process.

WORK ZONE

1010

College-Planning Process YES NO

Connect my interests to possible careers

Create and maintain an academic plan for rigorous classes

Participate in extracurricular activities

Learn strategies for organization and time management

Understand and utilize my learning style in classes

Refi ne and expand my note-taking skills

Build a network of people who support my goal

Determine the type of college that is right for me

Develop a plan for paying for college



WORK ZONEW

EQ 1

ESSENTIAL QUESTIONS

What do I know about

college and how to prepare

and plan for it?

Preview the TextHave students scan the title and subheads. Write the following questions on the board and have students complete a three-minute quick write. What are some careers that interest you? What classes can you take in school that are related to these careers? What steps have you taken to expand your interests? Who are some people who have helped you develop these interests? Have volunteers share their responses.

Teach the TextRead the text as a class. Ask students to share how they are making a list of their interests, adjusting their academic plans, and getting ready to attend college. Have students share how the course helped to prepare them. Discuss how being prepared will help them meet their goals.


the activity.

Proficient learnersHave students discuss the questions with a partner, then work individually on their answers. To extend, have them work their answers into an essay.

Struggling learners Assist students by discussing each question with a small group. After students answer each question orally, have them write their responses. Encourage students to review their previous work and to reflect upon their answers at the end of the course.

Proficient learners


118 EDUCATOR GUIDE


SENTIAL

ES10 LE0000100110000000111011001111110000001010

118 UNIT 10 Lesson 1


Think about what you have learned about the college-planning process. Answer each question based on your knowledge of and involvement with that process.

How Can You Reach Your Goal?

Knowing that you plan to attend college is just the fi rst step in a continuous process. Take this time to review what you have learned in this program so you can move toward reaching your goal.

From Passion to a Career

You are the only person who can decide what works for you in your life. Sometimes it can be diffi cult to separate your ideas from others’ ideas, but by shedding Th e Noise and listening to yourself, you can lay the groundwork for defi ning your life. Most successful careers require some kind of education or training. Take time to identify your strengths and weaknesses, as well as your likes and dislikes. How can your interests be applied to a career path? When you have that answer, you can set your own goals and set the direction for your life.

Academic Plans

Th e choices you make in high school will aff ect the opportunities awaiting you aft er you graduate.

Work with your counselor to develop an academic plan with rigorous classes that will put you on the college track. Focus on doing well in those classes. Prepare for college and your career by expanding the knowledge base of your interests.

Organization Equals Success

Developing strong organizational skills will help you to be successful. Concentrate on improving your time management skills at school and at home. Understanding your learning style and adapting it to diff erent situations will also help you succeed. Figure out the best ways to study, to take tests, and to use the Internet for research so that you can get the most out of every class. Make the Cornell Note-taking method your own so that you will be able to handle the demand of college courses. Finally, think about preparing for the admission tests that will be coming up soon.

Outside the Classroom

Colleges use many factors other than grades to evaluate your potential for success. Th ey want


WORK ZONE

1. Why is higher education valuable to you?

2. What education is required for the career that you are considering?

3. What do you know now about college that you didn’t know when you started this program?

4. What is the purpose of an academic plan?

5. What courses are you planning to take that will prepare you for rigorous college courses?



Monitor ComprehensionEncourage discussion with a Think Aloud.

Say: Making the decision to attend college is a process. The classes you choose, the grades you make and the activities that you participate in all make a statement to a potential college. The earlier you start to plan, the more likely it will be that you achieve your goals.

Have students outline their academic plans for their remaining high school years.

✔ identify the importance of higher education.

✔ reflect on how they can achieve their goal of obtaining a higher education.

✔ identify their academic plan.


Proficient learnersHave students discuss the questions with a partner, then work individually on their answers. To extend, have them work their answers into an essay.

Struggling learners Assist students by discussing each question with a small group. After students answer each question orally, have them write their responses. Encourage students to review their previous work and to reflect upon their answers at the end of the course.

CORE ALIGNED STANDARDS

College Board StandardsW2 Generating Content CR, R M Composing and Producing Media Communication*

21st Century Be Self-directed Learners (LC.IS.3) Use Systems of Thinking (LI.CT.2)Communicate Clearly (LI.CCl1)*

Extensions

Have students reflect on the three questions of the course: Who Am I? Where Am I Going? and How Do I Get There? Have students answer each question. They may answer in the form of a collage, a composition or a combination of the two. Have students share their final work with the class and allow time for presentations.

Extensions

Have students reflect on the three


HOW Do I Get There?

UNIT 10 LESSON 1 119

118 UNIT 10 Lesson 1


Think about what you have learned about the college-planning process. Answer each question based on your knowledge of and involvement with that process.

How Can You Reach Your Goal?

Knowing that you plan to attend college is just the � rst step in a continuous process. Take this time to review what you have learned in this program so you can move toward reaching your goal.

From Passion to a Career

You are the only person who can decide what works for you in your life. Sometimes it can be di� cult to separate your ideas from others’ ideas, but by shedding � e Noise and listening to yourself, you can lay the groundwork for de� ning your life. Most successful careers require some kind of education or training. Take time to identify your strengths and weaknesses, as well as your likes and dislikes. How can your interests be applied to a career path? When you have that answer, you can set your own goals and set the direction for your life.

Academic Plans

� e choices you make in high school will a� ect the opportunities awaiting you a� er you graduate.

Work with your counselor to develop an academic plan with rigorous classes that will put you on the college track. Focus on doing well in those classes. Prepare for college and your career by expanding the knowledge base of your interests.

Organization Equals Success

Developing strong organizational skills will help you to be successful. Concentrate on improving your time management skills at school and at home. Understanding your learning style and adapting it to di� erent situations will also help you succeed. Figure out the best ways to study, to take tests, and to use the Internet for research so that you can get the most out of every class. Make the Cornell Note-taking method your own so that you will be able to handle the demand of college courses. Finally, think about preparing for the admission tests that will be coming up soon.

Outside the Classroom

Colleges use many factors other than grades to evaluate your potential for success. � ey want


WORK ZONE

1. Why is higher education valuable to you?

2. What education is required for the career that you are considering?

3. What do you know now about college that you didn’t know when you started this program?

4. What is the purpose of an academic plan?

5. What courses are you planning to take that will prepare you for rigorous college courses?


WH

ER

E A

m I G

oing

?H

OW

Do I G

et Th

ere?W

HO

Am

I?W

HE

RE

Am

I Goin

gg?

HO

W D

o I Get T

here?

WH

O A

m I?

Putting It All Together 119

students who have a wide range of skills and experiences. For this reason, you should spend time participating in extracurricular activities and building leadership skills that will be noticed by prospective colleges. Consider getting a job to show that you can manage the rigors of school and nonacademic responsibilities.

Your Support NetworkIt’s also important to build a support network of people who can answer questions for you and encourage you in reaching your goal. Be sure to include teachers, counselors, trusted adults, classmates and friends who want you to succeed. Look to them for guidance as you make important decisions about your life. Above all, communicate with your family and engage them in this process because they want to see you achieve your goals.

Thinking About a College� ere are many di� erent colleges to choose from, but it’s important to select the one that � ts you the best. Your goal is to � gure out how your skills, academic record and career path align with a particular college and its expectations. Strong academic skills will increase the number of choices you will have for college and the future. You will also need to plan carefully how you will pay for college. � ere are many options available to you, but applying early is key for success.

WORK ZONEGo to the

6. What actions do you need to take in high school to be “college ready”?

7. How does your learning style help you understand who you are as a student? Explain.

8. What are good resources for college and career information?

9. Who is in your network? How might they help you in your preparation for college?

10. What does your ideal college look like?

Introduce ActivityReview the section title with students and discuss how the content in the lesson has helped them answer the question posed. Remind students to respect each other’s personal information during the conversation. Then have students complete the activity independently.

After finishing the activity, ask volunteers to share questions about how they prepared themselves to be ready for a college experience.

Portfolio

OpportunityHave students review the products created for their Portfolio on pages 76–77, 82–85, 89, 100, 110–111, 114–115, and 118–119.


P O

Have stude

Section 3 WRAP-UP

OBJECTIVE

Synthesize unit content by •

reviewing what students

learned about testing, college

life and financial aid.

I want to know which college admission tests I should take,

I need fi nancial aid to attend college,

I need to seek help from my family and counselors,

I need to investigate different colleges and what I want,

I can plan ahead for college life.

I can prepare myself and my family for fi nding money to help pay for college.

IF... THEN... SO...

Do I Get There?


Section 3


WRAP-UP

HOW DO I GET THERE? Th ink about what you have learned in Sections 1 and 2 about yourself and where you are headed in life. Use that information and the planning tools you developed in Section 3 to write a refl ective essay called “Who Am I? Where Am I Going? and How Do I Get Th ere?” Use the notes you recorded in the Work Zone on pages 118–119 to get you started.

Now that you have organized your thoughts, you’ll want to put those ideas into action. What actions can you initiate to continue this process? List your next steps below.

My Action PlanAction: I will join a school

organization that interests me.

NEXT STEPS



EG Section3 WrapUp HS1.indd Sec3:120EG Section3 WrapUp HS1.indd Sec3:120 3/29/10 4:52:14 PM3/29/10 4:52:14 PM

GlossaryAcademic adviser. A professor assigned to help students

choose appropriate courses each semester. Many students consult their adviser for help in selecting a major. At some schools, when a student declares a major, he or she is assigned an adviser who teaches in the student’s chosen fi eld of study.

Academic year. A measure of the academic work that a student is expected to accomplish. Each college defi nes its own academic year, but federal regulations set minimum standards. Every program must have a defi ned academic year that contains a minimum of 30 weeks of instructional time. For undergraduate programs, a full-time enrolled student is expected to complete at least 24 semester or trimester hours, 36 quarter hours, or 900 clock hours over the 30-week period.

Accreditation. Recognition by an accrediting organization or agency that a college meets certain acceptable standards in its education programs, services, and facilities. Regional accreditation applies to a college as a whole and not to any particular programs or courses of study. Accreditation of specifi c types of schools, such as Bible colleges or trade and technical schools, may also be determined by a national organization.

Advanced Placement Program (AP). A program of the College Board that provides high schools with course descriptions of college-level subjects and Advanced Placement Examinations in those subjects. High schools off er the courses and administer the examinations to interested students. Most colleges and universities in the United States accept qualifying AP Exam grades for credit, advanced standing, or both.

Adviser. See Academic adviser.

Associate degree. A degree granted by a college or university aft er the satisfactory completion of a two-year, full-time program of study. In general, the associate of arts (A.A.) or associate of science (A.S.) degree is granted aft er completing a program of study similar to the fi rst two years of a four-year college curriculum. Th e associate in applied science (A.A.S.) is awarded by many colleges on completion of technological or vocational programs of study.

Award letter. A means of notifying admitted students of the fi nancial aid being off ered by the college or university. Th e award letter provides information on the types and amounts of aid off ered, as well as the

students’ responsibilities, and the conditions governing the awards. Usually the award letter gives students the opportunity to accept or decline the aid off ered, and a deadline by which to respond.

Bachelor’s degree. A degree received upon completion of a four- or fi ve-year full-time program of study (or its part-time equivalent) at a college or university. Th e bachelor of arts (B.A.), bachelor of science (B.S.), and bachelor of fi ne arts (B.F.A.) are the most common bachelor’s degrees.

Bible college. An undergraduate institution whose program, in addition to a general education in the liberal arts, includes a signifi cant element of Bible study. Most Bible colleges seek to prepare their students for vocational or lay Christian ministry.

Branch campus. A part of a college, university, or community college that is geographically separate from the main campus, has its own faculty and administration, and may have separate admission requirements and degree programs.

Bursar. Th e college offi cial responsible for handling billing and payments for tuition, fees, housing, and other fi nance-related functions.

Business college. A college that primarily prepares students to work in an offi ce or entrepreneurial setting. Th e curriculum may focus on management, clerical positions, or both.

Candidates’ reply date. Th e date by which admitted students must accept or decline an off er of admission and (if any) the college’s off er of fi nancial aid. Most colleges and universities follow the College Board-sponsored Candidates’ Reply Date Agreement (CRDA), under which they agree to not require a decision from applicants for admission in the fall semester before May 1. Th e purpose of this agreement is to give applicants time to hear from all the colleges to which they have applied before having to make a commitment to any of them.

CB code. A four-digit College Board code number that students use to designate colleges or scholarship programs to receive their SAT score reports.

GLOSSARY 121

EG_BM_HS1.indd Sec1:121EG_BM_HS1.indd Sec1:121 3/30/10 2:01:48 PM3/30/10 2:01:48 PM

Certifi cate. An award for completing a particular program or course of study, usually given by two-year colleges or vocational or technical schools for nondegree programs of a year or less.

Class rank. Some high schools rank students in the senior class based on grade point average. Each student then has a rank, or position, in his or her senior class.

College. Th e generic term for an institution of higher learning; also a term used to designate divisions within a university. A university may consist of various colleges: of arts and sciences, of engineering, of music, of agriculture, of architecture, and more. When a university is divided into colleges, students usually have to apply for admission to a specifi c college. Colleges in a university usually have their own requirements. For example, the college of arts and science may require two units of a foreign language, and the college of music may require an audition.

College fair. An event at which numerous colleges set up booths and have representatives on hand to discuss their colleges.

College-Level Examination Program® (CLEP®). Th irty-four examinations in undergraduate courses that provide students of any age the opportunity to demonstrate college-level achievement, thereby reducing costs and time to degree completion. Th e examinations, which are sponsored by the College Board, are administered at colleges year round. All CLEP exams are delivered on computer, providing test-takers instant score results.

College-preparatory subjects. A term used to describe subjects required for admission to, or recommended as preparation for, college. It is usually understood to mean subjects from the fi elds of English, history and social studies, foreign languages, mathematics, science, and the arts.

Common Application. Th e standard application form used by colleges who are subscribers to the Common Application Group. Applicants need to fi ll out the form only once (online or hard copy), and can then submit it to any number of the participating colleges.

Community/junior college. A college off ering two-year programs leading to an associate degree. Community colleges are public institutions, while junior colleges are privately operated on a not-for-profi t basis. Most two-year colleges off er both vocational programs (also called “career” or “terminal” programs), as well as the

fi rst two years of a four-year program (“academic” or “transfer” programs). Students in the vocational program usually go directly into a vocation aft er graduation, while students in the academic program usually intend to transfer to a four-year institution or an upper-division college.

Core curriculum. A group of courses, usually in the liberal arts, designated by a college as one of the requirements for a degree. Some colleges have both core curriculum requirements and general education requirements.

Cost of attendance. A number of expenses including tuition and fees (including loan fees), books and supplies, and student’s living expenses while attending school. Th e cost of attendance is estimated by the school, within guidelines established by federal regulation. Th e cost of attendance is compared with the student’s expected family contribution to determine the student’s need for fi nancial aid.

Course load. Th e number of class hours the student is permitted to schedule, in a given semester or quarter. It is usually 1,618 hours on a semester calendar, and 1,516 hours on a quarter calendar.

Credit hour. Th e standard unit of measurement for a college course. Each credit hour requires one classroom hour per week. Most college courses are off ered in one-to-fi ve credit hour increments. For fi nancial aid purposes, students taking at least 12 credit hours of classes in a semester are considered to be attending the college full-time, and students taking at least six credit hours are considered half-time.

CSS/Financial Aid PROFILE.® An application and service off ered by the College Board and used by some colleges, universities, and private scholarship programs to award their own private fi nancial aid funds. Students pay a fee to register for PROFILE and send reports to institutions and programs that use it. Students register with PROFILE on www.collegeboard.com. Students complete and submit the customized application and supplements, if required, to the College Board for processing and reporting to institutions. Th e PROFILE is not a federal form and may not be used to apply for federal student aid.

Degree. An award given by a college or university certifying that a student has completed a course of study. See bachelor’s degree, associate degree, graduate degree. See also Certifi cate.

Glossary continued

122 EDUCATOR GUIDE


Dependent student. For fi nancial aid purposes, such students are either under the age of 24, attend an undergraduate program, are not married, do not have children of their own, are not orphans or wards of the court, or veterans of the active-duty armed services. Th e term is used to defi ne eligibility for certain fi nancial aid programs, regardless of whether or not the student lives with a parent, receives fi nancial support from a parent, or is claimed on a parent’s tax returns. If a student is defi ned as dependent, parental fi nancial information must be supplied on the Free Application for Federal Student Aid (FAFSA) and institutional aid applications.

Distance learning. An option for earning course credit off campus via cable television, the Internet, satellite classes, DVDs or digital video, correspondence courses, or other means. See also Virtual university.

Dormitory. See Residence hall.

Early Action. A nonbinding early decision program in which a student can receive an admission decision from one or more colleges and universities earlier than the standard response date but is not required to accept the admission off er or to make a deposit before May 1. Compare to Early Decision, which is a binding program.

Early action single choice. An early action program in which the student may apply early action to only one college or university.

Early Decision (ED). Students who apply under Early Decision make a commitment to enroll at the college if admitted and off ered a satisfactory fi nancial aid package. Application deadlines are usually in November or December with a mid-to-late-December notifi cation date. Some colleges have two rounds of Early Decision.

Elective. A course, not required for one’s chosen major or the college’s core curriculum, that is selected to fulfi ll credit hours required for graduation.

ESL program. One of the special study options off ered on many campuses to help students for whom English is not their native language improve their language skills.

Expected family contribution (EFC). Th e total amount students and their families are expected to pay toward college costs from their income and assets for one academic year. Th e amount is derived from a need analysis of the family’s overall fi nancial circumstances.

For federal student aid programs, the EFC is based upon information provided in the FAFSA. Colleges and private aid programs may use a diff erent methodology to determine eligibility for nonfederal fi nancial aid.

FAFSA (Free Application for Federal Student Aid). A form completed by all applicants for federal student aid. Most colleges require the FAFSA for awarding their own institutional funds, and in many states, completion of the FAFSA is also suffi cient to establish eligibility for state-sponsored aid programs.

Family Educational Rights and Privacy Act (FERPA). A federal law that protects the privacy of student education records. Th e law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children’s education records. Th ese rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level.

Federal code number. A six-digit number that identifi es a specifi c college to which students want their FAFSA information submitted. Formerly known as Title IV code.

Federal Parents’ Loan for Undergraduate Students (PLUS). A program that permits parents of undergraduate students to borrow up to the full cost of education, less any other fi nancial aid the student may have received.

Federal Pell Grant Program. A federally sponsored and administered program that provides need-based grants to undergraduate students. Congress annually sets the dollar range. Eligibility for Pell Grants is based on what the student’s expected family contribution is, what the total cost of attendance at the college is, and whether the student is attending the college full-time or part-time.

Federal Perkins Loan Program. A federally funded campus-based program that provides low-interest student loans, based on need, for undergraduate study. Repayment need not begin until completion of the student’s education, and it may be deferred for limited periods of service in the military, Peace Corps, or approved comparable organizations. Th e total debt may be forgiven by the federal government if the recipient enters a career of service as a public health nurse, law enforcement offi cer, public school teacher, or social worker.

GLOSSARY 123


Federal Staff ord Loan. A program that allows students to borrow money for educational expenses from banks and other lending institutions (and sometimes from the colleges themselves). Subsidized Staff ord Loans are off ered by colleges based on need. Th e federal government pays the interest on subsidized loans while the borrower is in college, and repayment does not begin until completion of the student’s education. Unsubsidized Staff ord Loans are non-need-based; anyone may apply for one regardless of his or her ability to pay for college. Th e interest on unsubsidized loans begins accumulating immediately. For both programs, the amounts that may be borrowed depend on the student’s year in school.

Federal student aid. A number of programs sponsored by the federal government that award students loans, grants, or work-study jobs for the purpose of meeting their fi nancial need. To receive any federal student aid, a student must demonstrate fi nancial need by fi ling the Free Application for Federal Student Aid, be enrolled in college at least half-time, and meet certain other eligibility requirements.

Federal Supplemental Educational Opportunity Grant Program (SEOG). A federal campus-based program that provides need-based grants of up to $4,000 per year for undergraduate study. Each college is given a certain total amount of SEOG money each year to distribute among its fi nancial aid applicants and determines the amount to which the student is entitled.

Federal Work-Study Program. A campus-based fi nancial aid program that allows students to meet some of their fi nancial need by working on- or off -campus while attending school. Th e wages earned are used to help pay the student’s educational costs for the academic year. Job opportunities vary from campus to campus. Th e time commitment for a work-study job is usually between 10 and 15 hours each week.

Fee waiver. A waiver that signifi cantly reduces the amount a student must pay for an application for admission, application for institutional fi nancial aid, standardized test, or other college-related expense. Fee waivers are most commonly awarded to low-income students, but are sometimes also awarded to students who are senior citizens or in the military. See also Tuition and fee waiver.

Field of study. See Major.

Financial aid. Money awarded to students to help them pay for college. Financial aid comes in the form of gift s (scholarships and grants) and self-help aid (loans and work-study opportunities). Most aid is awarded on the basis of fi nancial need, but some awards are non-need-based. Both need-based and non-need-based aid may be off ered on the additional basis of merit.

Financial aid award letter. See Award letter.

Financial aid package. Th e total fi nancial aid off ered to a student by a college, including all loans, grants, scholarships, and work-study opportunities.

Financial aid PROFILE. See CSS/Financial Aid PROFILE.

Financial need. Th e diff erence between the total cost of attending a college and a student’s expected family contribution (EFC). Financial aid grants, loans, and work-study will be off ered by each college to fi ll all or a portion of the student’s need.

For-profi t college. A private institution operated by its owners as a profi t-making enterprise. (Most private colleges are non-profi t.) Also known as a proprietary college.

Free Application for Federal Student Aid. See FAFSA.

Full need. A student’s entire fi nancial need at a college. A college that off ers a fi nancial aid package covering the complete diff erence between the cost of attendance and the expected family contribution is “meeting full need.” See also Gapping.

Full-time status. Enrollment at a college or university for 12 or more credit hours per semester. Students must be enrolled full-time to qualify for the maximum award available to them from federal grant programs.

Gapping. A practice by which a college does not meet the full fi nancial need of an admitted student, leaving a gap that must be fi lled by the student’s own fi nancial resources, in addition to the student’s expected family contribution.

General Educational Development (GED). A series of fi ve tests that individuals who did not complete high school may take through their state education system to qualify for a high school equivalency certifi cate. Th e tests cover correctness and eff ectiveness of expression, interpretation of reading materials in the natural sciences and the social sciences, interpretation of literary materials, and general mathematics ability.

F d l St ff d L A th t ll t d t Fi i l id M d d t t d t t h l th

124 EDUCATOR GUIDE

Glossary continued


General education requirements. Courses that give undergraduates a background in all major academic disciplines: natural sciences, social sciences, mathematics, literature, language, and fi ne arts. Most colleges have general education requirements that students complete in their fi rst and second years, giving students a chance to sample a wide range of courses before selecting a major. At some colleges, general education courses are referred to as the core curriculum; at others, a few courses within the general education requirements are core courses that all students must take.

Gift aid. Scholarships and grants that do not have to be repaid.

Grade point average (GPA). A system used by many schools for evaluating the overall scholastic performance of students. Grade points are determined by fi rst multiplying the number of hours given for a course by the numerical value of the grade and then dividing the sum of all grade points by the total number of hours carried. Th e most common system of numerical values for grades is A = 4, B = 3, C = 2, D = 1, and E or F = 0.

Graduate degree. A degree pursued aft er a student has earned a bachelor’s degree. Th e master’s degree, which requires one to three years of study, is usually the degree earned aft er the bachelor’s. Th e doctoral degree requires further study.

Grant. A fi nancial aid award given to a student that does not have to be paid back. Th e terms “grant” and “scholarship” are oft en used interchangeably to refer to gift aid, but oft en grants are awarded solely on the basis of fi nancial need, while scholarships may require the student to demonstrate merit.

Greek life. Th e fraternity and sorority community at a college. Joining a Greek society (so called because each is named with letters of the Greek alphabet) is optional. Greek organizations have diff erent missions and themes; some are service oriented. Greek life can be a large or small part of a campus.

Half-time status. Enrollment at a college or university for at least 6 credit hours per semester, but fewer than the 12 credit hours required to qualify as full-time. Students must be enrolled at least half-time to qualify for federal student aid loan programs. See also Part-time status.

Health sciences college. An institution of higher education that primarily prepares students to enter work in a clinic, hospital, or private medical practice.

High school transcript. A formal document that shows all classes taken and grades earned in high school. It needs to be sent from the school to the scholarship sponsor, not from the applicant.

Hispanic-serving college. A college where Hispanic students compose at least 25 percent of the full-time undergraduate enrollment.

Historically black college. An institution founded prior to 1964 whose mission was historically, and remains, the education of African-Americans.

Independent student. For fi nancial aid purposes, the status that generally includes students who are either 24 years old, married, a veteran or an orphan, a ward of the court, certifi ed as homeless or have legal dependents (not including spouse). Independent students do not need to provide parental information to be considered for federal fi nancial aid programs. However, private institutions may require independent students to provide parental information on their institutional forms in order to be considered for nonfederal sources of funding.

In-state tuition. Th e tuition that a public institution charges residents of its state. Some community colleges and state universities charge this rate to students who are not residents of their district, but who are residents of their state.

International Baccalaureate (IB). A high school curriculum off ered in some schools in the United States and other countries. Some colleges award credit for completion of this program. Further information is available at the IB website.

Internship. Any short-term, supervised job that provides a way to learn more about a fi eld of work. Th e work can be full-or part-time, paid or unpaid. In college, internships are oft en related to a student’s major.

Liberal arts. Th e study of the humanities (literature, the arts and philosophy), history, foreign languages, social sciences, mathematics, and natural sciences. Study of the liberal arts and humanities prepares students to develop general knowledge and reasoning ability rather than specifi c skills.

G l d ti i t C th t H lth i ll A i tit ti f hi h

GLOSSARY 125


Liberal arts college. A college that emphasizes the liberal arts in its core curriculum and academic off erings and does not off er vocational or professional programs.

Loan. Money lent with interest for a specifi ed period of time. Some student loan programs forgive the loan in exchange for public service, such as teaching in a rural area.

Major. Th e fi eld of study in which students concentrate, or specialize, during their undergraduate study. At most colleges, students take a third to a half of their course work in the major; the rest is devoted to liberal arts requirements and electives. In academic majors, students generally take a third of their courses in their academic fi eld, which they usually must choose by the beginning of their junior year. In career-related, or applied, programs, such as nursing and engineering, students may take up to half their courses in their major. See also Minor.

Master’s degree. A degree awarded aft er one or more years of graduate work following the bachelor’s degree.

Matriculation. Th e process whereby a student is accepted, pays fees, and enrolls in classes, offi cially becoming a student at the college. Th is term is applied only to freshmen or to a transfer student’s fi rst enrollment.

Merit aid. Financial aid awarded on the basis of academic qualifi cations, artistic or athletic talent, leadership qualities, or similar qualities. Most merit aid comes in the form of scholarships. Merit aid may be non-need-based, or the merit criteria may be in addition to a requirement that the student demonstrate fi nancial need.

Minor. Course work that is not as extensive as that in a major but gives students some specialized knowledge of a second fi eld.

Need analysis. Th e process of analyzing the student’s household and fi nancial information to calculate an expected family contribution, or EFC, and eligibility for fi nancial aid.

Need-based fi nancial aid. Financial aid given to students who have demonstrated fi nancial need, which is calculated by subtracting the student’s expected family contribution, or EFC, from a college’s total costs. Th e expected family contribution is derived from a need analysis of the family’s overall fi nancial circumstances.

Need-blind admissions. Th e policy of determining whether a student should be admitted to a college without regard to his or her fi nancial need.

Non-need-based aid. Financial aid awarded without regard to the student’s demonstrated ability to pay for college. Unsubsidized loans and scholarships awarded solely on the basis of merit are both non-need-based. Some fi nancial aid sponsors also off er non-need-based grants tied not to merit, but to other qualities, such as state of residence or participation in ROTC.

Open admission. Th e college admissions policy of admitting high school graduates and other adults generally without regard to conventional academic qualifi cations, such as high school subjects, high school grades, and admission test scores. Virtually all applicants with high school diplomas or their equivalent are accepted, although some programs of study may have additional requirements.

Out-of-state tuition. Th e tuition a public college or university charges residents of other states. Out-of-state tuition can be three to four times as much as the in-state rate.

Parents’ contribution. Th e amount a student’s parents are expected to pay toward college costs from their income and assets. It is derived from need analysis of the parents’ overall fi nancial situation. Th e parents’ contribution and the student’s contribution together constitute the total expected family contribution (EFC).

Parent’s Loan for Undergraduate Students. See Federal Parents’ Loan for Undergraduate Students.

Part-time status. Enrollment at a college or university for 11 or fewer credit hours per semester. See also Half-time status.

Pell Grant. A federally sponsored and administered need-based grant to undergraduate students. Congress annually sets the dollar range. Eligibility is based on what a student’s expected family contribution is, what the total cost of attendance at the college is, and whether the student is attending the college full-time or part-time.

Perkins Loan. See Federal Perkins Loan Program.

126 EDUCATOR GUIDE

Glossary continued


Permanent resident. A non-U.S. citizen who has been given permission to make his or her permanent home in the United States. All permanent residents hold a “green card” and all holders of a green card are permanent residents. Permanent residents are eligible for numerous award programs.

Placement test. A test designed to assess a student’s aptitude and level of achievement in various academic areas so that can select the most appropriate courses.

PLUS Loan. See Federal Parents’ Loan for Undergraduate Students.

Portfolio. A physical collection of a student’s work that demonstrates his or her skills and accomplishments. Portfolios may be physical or electronic. Th ere are academic portfolios that include student-written papers and projects, and also portfolios that include created objects—art, photography, fashion illustrations, and more. Some scholarship programs request a portfolio.

Postgraduate degree. See Graduate degree.

Preprofessional program. An advising program and recommended course of study for undergraduate students intending to pursue a professional degree aft er college. Although there is no prescribed major for entrance to professional school, students planning for a career in law, ministry, or a medical profession need to take an undergraduate program that lays the groundwork for their training. Premed students, for example, must complete certain science courses. Preprofessional advisers help students to plan their undergraduate studies and to prepare for admission to professional school.

Prerequisite. A course that must be taken as preparation for more advanced course work in a particular fi eld. For example, introductory calculus would be a prerequisite for diff erential mathematics. College catalogs usually indicate whether a course has a prerequisite.

Priority date. Th e date by which an application, whether for admission, housing, or fi nancial aid, must be received in order to be given the strongest consideration. Aft er that date, qualifi ed applicants are considered on a fi rst-come, fi rst-served basis, and for only as long as slots and/or funds are available.

Private college/university. An institution of higher education not supported by public funds. Private colleges may be not-for-profi t or for-profi t (proprietary), independent or church-affi liated.

PSAT/NMSQT® (Preliminary SAT/National Merit Scholarship Qualifying Test). A preparatory tool for the SAT that is administered by high schools to sophomores and juniors each year in October. Th e PSAT/NMSQT serves as the qualifying test for scholarships awarded by the National Merit Scholarship Corporation.

Public college/university. An institution that is supported by taxes and other public revenue and governed by a county, state, or federal government agency.

Reciprocity agreement. An agreement between neighboring states that allows residents to attend a public college in either state at the in-state tuition rate.

Registrar. Th e college offi cial responsible for registering students for classes, and keeping academic records.

Regular admission. At colleges with early action or early decision plans, “regular” admission is the round of admissions conducted in January or February, aft er the early admissions rounds.

Remedial course. A noncredit course taken to help the student with a weak background in a particular area. Remedial courses are taken to prepare the student for a credit course in that subject.

Reserve Offi cers’ Training Corps (ROTC). Programs conducted by certain colleges in cooperation with the United States Air Force, Army, and Navy reserves. Naval ROTC includes the Marine Corps. (Th e Coast Guard and Merchant Marine do not sponsor ROTC programs.) Local recruiting offi ces of the services themselves can supply detailed information about these programs, as can participating colleges.

Residence hall. An on-campus living facility. Also known as a dormitory or “dorm.”

Residency requirements. Th e minimum amount of time a student is required to have lived in a particular state or community in order to be eligible for scholarship, internship, or loan programs off ered to such residents. Can also refer to the minimum amount of time a student is required to have lived in a state to be eligible for in-state tuition at a public college or university.

GLOSSARY 127


Rolling admission. An admissions procedure by which the college considers each student’s application as soon as all the required credentials, such as school record and test scores, have been received. Th e college usually notifi es an applicant of its decision without delay. At many colleges, rolling admission allows for early notifi cation and works much like nonbinding early action programs.

Room and board. Th e combined cost of housing and meals for students who reside on campus and/or dine in college-operated meal halls.

Th e SAT. Th e College Board’s test of critical reading, writing, and mathematical skills that is given on specifi ed dates throughout the year at test centers in the United States and other countries. Th e SAT is used by most colleges and sponsors of fi nancial aid programs.

SAT Subject Tests. College Board tests in specifi c subjects that are given at test centers in the United States and other countries on specifi ed dates throughout the year. Th e tests are used by colleges for help in both evaluating applicants for admission and determining course placement, and exemption of enrolled fi rst-year students.

Scholarship. A type of fi nancial aid that doesn’t have to be repaid. Grants are oft en based on fi nancial need. Scholarships may be based on need, on need combined with merit, or solely on the basis of merit or some other qualifi cation, such as minority status.

Section 529 Prepaid Tuition Plan. State-sponsored plans through which parents can pay in advance for tuition at public institutions in their state of residence.

Self-help aid. Student fi nancial aid, such as loans and work-study jobs, that requires repayment or employment.

Staff ord Loan. See Federal Staff ord Loan.

Student Aid Report (SAR). A report received aft er a student’s Free Application for Federal Student Aid (FAFSA) is processed. Th e SAR contains all of the information provided on the FAFSA as well as the resulting expected family contribution, which is used to determine the student’s eligibility for a Federal Pell Grant and other federal student aid programs.

Student’s contribution. Th e amount a student is expected to pay toward college costs from his or her income and assets. Th e amount is derived from need analysis of his or her resources. Th e student’s contribution and parents’ contribution add up to the total expected family contribution.

Subsidized loan. A loan awarded to a student on the basis of fi nancial need. Th e federal government or the state awarding the loan pays the borrower’s interest while he or she is in college at least half-time, thereby subsidizing the loan.

Teacher certifi cation. A college program designed to prepare students to meet the requirements for certifi cation as teachers in elementary and secondary schools.

Technical college/school. A college that off ers a wide variety of vocational programs to students.

Terminal degree. Th e highest degree level attainable in a particular fi eld. For most teaching faculty this is a doctoral degree. In certain fi elds, however, a master’s degree is the highest level.

Terminal program. An education program designed to prepare students for immediate employment. Th ese programs usually can be completed in less than four years beyond high school and are available in most community colleges and vocational-technical institutes.

Test of English as a Foreign Language (TOEFL). A test generally used by international students to demonstrate their English language profi ciency at the advanced level required for study at colleges and universities in the United States. Further information is available at the TOEFL website.

Transcript. A copy of a student’s offi cial academic record listing all courses taken and grades received.

Transfer program. An education program in a two-year college (or a four-year college that off ers associate degrees), primarily for students who plan to continue their studies in a four-year college or university.

Transfer student. A student who attends a college—typically for a period ranging from a single term up to three years—and then is accepted by and enrolls in another college. A transfer student may receive credit for all or some of the courses successfully completed before the transfer.

128 EDUCATOR GUIDE

Glossary continued


Tuition. Th e price of instruction at a college. Tuition may be charged per term or per credit hour.

Tuition and fee waiver. Some colleges reduce the tuition and/or fees for some categories of students, such as adults, senior citizens, or children of alumni.

Two-year college. See Community/junior college.

Undergraduate. A college student in the freshman, sophomore, junior, or senior year of study, as opposed to a graduate student who has earned an undergraduate degree and is pursuing a master’s, doctoral, or professional degree.

University. An institution of higher learning that incorporates several colleges and graduate schools. When a university is divided into colleges, students usually have to apply for admission to a specifi c college. Colleges within a university will have diff erent requirements. For example, a college of arts and science may require two units of a foreign language, and the college of music may require an audition.

Virtual college/university. A degree-granting, accredited institution wherein all courses are delivered by distance learning, with no physical campus.

Wait list. A list of students who meet the admissions requirements, but will only be off ered a place in the class if space becomes available.

Work-study. An arrangement by which a student combines employment and college study. Th e employment may be an integral part of the academic program (as in cooperative education and internships) or simply a means of paying for college (as in the Federal Work-Study Program).

GLOSSARY 129


College Board Standards for College Success

Partnership for 21st Century

Skills Framework

American School Counselor Association

LE

SS

ON

1

R1 Comprehension of Words, Sentences, and Components of Texts


W2.1 Student takes inventory of what he or she knows and needs to know.

PE W2.1-1.4/5

W2.2 Student generates, selects, connects, and organizes information and ideas.

PE W2.2-1.4/5, W2.2-2.4/5

L3 Listening for Diverse Purposes*

L3.2 Student listens to evaluate.

PE L3.2-3.4/5

• Think Creatively (LI.CT.1)

• Communicate Clearly (LI.CC.1)

• Be Self-directed Learners (LC.IS.3)

• Make Judgments and Decisions (LI.CT.3)*

A.1. Responsibilities to Students

b. Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student.

c. Respects the student’s values and beliefs and does not impose the counselor’s personal values.

A.10 a Technology*

a. Promotes the benefits of and clarifies the limitations of various appropriate technological applications. The counselor promotes technological applications (1) that are appropriate for the student’s individual needs, (2) that the student understands how to use and (3) for which follow-up counseling assistance is provided.

LE

SS

ON

2




PE W2.1-1.4/5


PE W2.2-1.4/5, W2.2-2.4/5


L3.2 Student listens to evaluate.

PE L3.2-3.4/5




• Be Self-directed Learners (LC.IS.3)*



A.10 Technology*


Standards Crosswalk

R1Components of Texts

R1

UNITUNITComprehension of Words, Sentences, and Components of TextsComprehension of Words, Sentences, and Comprehension of Words, Sentences, and Components of TextsComprehension of Words, Sentences, and

1Comprehension of Words, Sentences, and Comprehension of Words, Sentences, and

111

UNITUNIT 22

To illustrate the relationships among CollegeEd lessons and the skills necessary for success in the classroom and workplace, the Standards Crosswalk lists the core aligned standards from three standards frameworks:

• After each College Board Standards for College Success standard and objective, the PE codes are denoted for that core aligned standard.

• The Partnership for 21st Century Skills Framework standards are designated by the bulleted Student Outcomes.

• The School Counselor Association’s Ethical Standards for School Counselors (2004 revision) standards are indicated by the coded practices.

The crosswalk can be used by teachers to ensure their instructional goals are being met via these standards. Standards that appear with an asterisk are addressed by work done in an Extension activity.

PE–Performance Expectation ELA–English Language Arts: R Reading; S Speaking; L Listening; M Media Literacy

W–Writing: A Argumentative; R Research; CR Creative and Reflective

College Board Standards Key:

UNITUNIT 11

130 EDUCATOR GUIDE

College Board Standards for College Success

Partnership for 21st Century

Skills Framework

American School Counselor Association

LE

SS

ON

3



W2.1 Student takes inventory of what he or she knows and needs to know. PE W2.1-1.4/5


PE W2.2-1.4/5, W2.2-2.4/5


L3.2 Student listens to evaluate. PE L3.2-3.4/5

M2 Understanding, Interpreting, Analyzing, and Evaluating Media Communication







A.10 Technology


LE

SS

ON

1




PE W2.2-1.4/5

W3 Drafting A

W3.1 Student generates text to develop points within the preliminary organizational structure.

PE W3.1-1.4/5

S2 Speaking in Interpersonal Contexts*

S2.2 Student plans for and participates in group discussion. PE S2.2-1.4/5



• Reason Effectively (LI.CT.1)*

• Communicate Clearly (LI.CT.4)*

LE

SS

ON

2




PE W2.2-1.4/5

W3 Drafting CR


PE W3.1-1.4/5


• Manage Goals and Time (LC.IS.1)


• Making Judgments and Decisions (LI.CT.3)*

LE

SS

ON

3

R1 Comprehension of Words, Sentences, and Components of Text

R1.3 Student comprehends organizational patterns, textual features, graphical representations, and ideas in informational and literary texts.

PE R1.3-3.4/5

R4 Using Strategies to Comprehend Text

R4.3 Student uses strategies to go beyond the text.

PE R4.3-3.4/5



W2.2 Student generates, selects, connects, and organizes information and ideas. PE W2.2-1.4/5


• Use Systems of Thinking (LI.CT.2)

• Reason Effectively (LI.CT.1)

• Make Judgments and Decisions (LI.CT.3)

W2.1 Student takes inventory of what he or she knows

W2

UNITUNITGenerating Content CRGenerating Content CRGenerating Content CR W2 Generating Content CR

2Generating Content CRGenerating Content CR

222


Comprehension of Words, Sentences, and Components of Texts

R1 Comprehension of Words, Sentences, and

UNITUNITComprehension of Words, Sentences, and Components of TextsComprehension of Words, Sentences, and Comprehension of Words, Sentences, and Components of TextsComprehension of Words, Sentences, and

1Comprehension of Words, Sentences, and Comprehension of Words, Sentences, and

111Comprehension of Words, Sentences, and Comprehension of Words, Sentences, and Comprehension of Words, Sentences, and Comprehension of Words, Sentences, and Comprehension of Words, Sentences, and

continuedcontinuedcontinuedcontinuedcontinued

STANDARDS CROSSWALK 131


for College Success21st Century

American School Counselor

AssociationL

ES

SO

N 4

S2 Speaking in Interpersonal Contexts

S2.1 Student communicates in one-to-one contexts.

PE S2.1-2.4/5

L3 Listening for Diverse Purposes

L3.1 Student listens to comprehend.

PE L3.1-1.4/5

W2 Generating Content CR*


PE W2.1-1.4/5


PE W2.2-1.4/5

W3 Drafting CR*


PE W3.1-1.4/5



• Solve Problems (LI.CT.4)

LE

SS

ON

1

W2 Generating Content A, CR, R*


PE W2.1-1.4/5


PE W2.2-1.4/5

S2 Speaking in Interpersonal Contexts

S2.1 Student communicates in one-to-one contexts.

PE S2.1-1.4/5

W3 Drafting A, CR


PE W3.1-1.4/5






LE

SS

ON

2



PE R1.3-3.4/5




S3 Preparing and Delivering Presentations*

S3.2 Student gathers and organizes content to achieve purposes for a presentation or performance.

PE S3.2-2.4/5

S3.3 Student rehearses and revises.

PE S3.3-1.4/5




• Use Systems Thinking (LI.CT.2)


W2 G

UNITUNITUNIT 333333333333

continuedcUNITUNITUNIT 22222222222

132 EDUCATOR GUIDE





AssociationL

ES

SO

N 1



PE W2.1-1.4/5


PE W2.2-1.4/5





• Manage Projects (LS.PA.1)

LE

SS

ON

2



PE W2.1-1.4/5


PE W2.2-1.4/5


• Collaborate with Others (LI.CC.2)


LE

SS

ON

3



PE W2.1-1.4/5


PE W2.2-1.4/5

R1 Comprehension of Words, Sentences, and Components of Text


PE R1.3-4.4/5

R4 Using Strategies to Comprehend Texts

R4.2 Student uses strategies to interpret the meaning of words, sentences, and ideas in texts.

PE R4.2-3.4/5

• Make Judgments and Decisions(LI.CT.3)


LE

SS

ON

4

W2 Generating Content R, CR


PE W2.1-1.4/5


PE W2.2-1.4/5

M2 Understanding, Interpreting, Analyzing and Evaluating Media Communiation

M2.1 Student understands, interprets, analyzes, and evaluates media communication.

PE M2.1-5.4/5

• Access and Evlauate Information (IMT.IL.1)

• Analyze Media (IMT.ML.1)

A.10 Technology

a. promotes the benefits and clarifies the limitations of various appropriate technological applications. The counselor promotes technological applications (1) that are appropriate for the students needs, (2) that the student understands how to use and (3) for which follow-up counseling assistance is provided.

W2

W2 1 Student

W2

UNITUNITUNIT

tingtiGeneratG

4

ttGeneratGenerat

444444444444






AssociationL

ES

SO

N 5



PE W2.1-1.4/5


PE W2.2-1.4/5

W3 Drafting CR


PE W3.1-1.4/5

W3.2 Student makes stylistic choices with language to achieve intended effects.

PE W3.2-3.4/5





• Solve Problems (LI.CT.4.)

A.9. Evaluation, Assessment and

Interpretation a. Adheres to all professional standards regarding selecting, administering and interpreting assessment measures and only utilizes assessment measures that are within the scope of practice for school counselors.

LE

SS

ON

1



PE W2.1-1.4/5


PE W2.2-1.4/5, W2.2-2.4/5



• Use and Manage Information (IMT.IL.2)

LE

SS

ON

2



PE W2.1-1.4/5


PE W2.2-1.4/5


• Access and Evaluate Information (IMT.IL.1)


LE

SS

ON

1



PE W2.1-1.4/5


PE W2.2-1.4/5

W3 Drafting R


PE W3.1-1.4/5


• Guide and Lead Others (LS.LR.1)

• Use and Manage Information (IMT.IL.2)*

LE

SS

ON

2



PE W2.2-1.4/5

W3 Drafting CR*


PE W3.1-1.4/5

• Manage Projects (LS.PA.1)

• Manage Goals and Time (LS.IS.1)


• Use Systems Thinking (LI.CT.2)*

W2

W2 1 Stude

W2

UNITUNITUNIT

ratr2 Gener2

5

rrGenerGener

5555555

W2

W2 1 Stude

W2

UNITUNITUNIT

ratr2 Gener2

6

rrGenerGener

66666666

W2

W2 1 Stude

W2

UNITUNITUNIT

erate2 Gene2

4

ee2 Gene2 Gene

444444444444 ntinuedconccc

134 EDUCATOR GUIDE





AssociationL

ES

SO

N 3

W2 Generating Content A, CR



W3 Drafting A, CR, R*


PE W3.1-1.4/5


• Guide and Lead Others (LS.LR.1)

• Be Flexible (LC.FA.2)



LE

SS

ON

1




PE W2.2-1.4/5, W2.2-2.4/5



• Use and Manage Information (IMT.IL.2)*

LE

SS

ON

2

W2 Generating Content A, CR, R*



PE W2.2-1.4/5, W2.2-2.4/5

W3 Drafting A, CR


PE W3.1-1.4/5

• Be Self-directed Learners (LC.IS.3) Manage Goals and Time (LC.IS.1)

• Communicate Clearly (LI.CC.1)*


LE

SS

ON

1

W2 Generating Content CR, A*, R*



PE W2.2-1.4/5

W3 Drafting CR, R, A*


PE W3.1-1.4/5




• Access and Evaluate Information (IMT.IL.1)*

LE

SS

ON

2



PE W2.1-1.4/5


PE W2.2-1.4/5, W2.2-2.4/5

W3 Drafting CR, A, R*


PE W3.1-1.4/5

• Communicating Clearly (LI.CC.1)



1

W2

W2 1 Stude

W2

UNITUNITUNIT

erate2 Gene2

7

ee2 Gene2 Gene

77777777777

W2

W2 1 Student

W2

UNITUNITUNIT

tingtiGeneratG

6

ttGeneratGenerat

66666666

C Aii

ntinuedconccc

W2

W2 1 Student

W2

UNINITUUNINITT

tingtGeneratGenerat

8

tGenerat

888888888



LE

SS

ON

1

W2 Generating Content R, CR*


PE W2.1-1.4/5


PE W2.2-1.4/5, W2.2-2.4/5



• Communicate Clearly (LI.CC.1)*

A.10 Technology

a. promotes the benefits and clarifies the limitations of various appropriate technological applications. The counselor promotes technological applications (1) that are appropriate for the students needs, (2) that the student understands how to use and (3) for which follow-up counseling assistance is provided.

LE

SS

ON

2

W2 Generating Content R


PE W2.1-1.4/5


PE W2.2-1.4/5, W2.2-2.4/5

MII.1 Integers and Rational Numbers

PE MII.1.4.1 Reasons about, structures, and solves problems involving ratios, proportions, or percents, including percents less than 1 and greater than 100.



• Make Judgments and Decisions(LI.CT.3)*

LE

SS

ON

1



PE W2.1-1.4/5


W2.2-1.4/5

M Composing and Producing Media Communication*

M3.2 Student develops and produces an informational or creative media communication.

PE M3.2-2.4



• Communiate Clearly (LI.CC.1)*




Association

W2

W2 1 Stude

W2

UNITUNITUNIT

ratr2 Gener2 Gener

9

rGener

99999999

g

W2

W2 1 Stude

W2

UNITUNITUNIT

eratiner2 Gene2 Gene

10

raer2 Gene

111010101010101010

136 EDUCATOR GUIDE


BOOKS

The Book of Majors. New York. The College Board. Published annually.

The College Counseling Sourcebook Advice and Strategies from Experienced School Counselors. 6th Edition. New York. The College Board.

The College Handbook. New York. The College Board. Published annually.

The Counselors and Mentor’s Handbook. U.S. Department of Education. Published annually.

Get It Together for College. New York. The College Board. 2008.

Getting Financial Aid. New York. The College Board. Published annually.

McGinty, Sarah Myers. Writing the College Application Essay. New York. The College Board, 2004.

Pope, Loren. Colleges That Change Lives: 40 Schools You Should Know About Even If You’re Not a Straight-A Student. New York. Penguin. 2006.

Schneider, Zola Dincin. Campus Visits and College Interviews. New York. The College Board, 1987.

WEBSITES

www.bls.govThe Bureau of Labor Statistics updates its Occupational Outlook Handbook every two years. This database, which can be accessed online, provides information on necessary training, salaries, projected job growth and working conditions for hundreds of jobs.

www.collegeboard.comThe College Board’s website has information on the SAT, Advanced Placement and other tests; guidance for families; college and scholarship search engines; online organizers; financial aid comparison tools and more.

www.commonapp.orgThe Common Application, which can be used at over 400 colleges, is available here.

www.ecmcfoundation.orgHigher education and financial aid information as well as downloadable lessons and workshop materials for promoting early awareness to students and parents.

www.ed.govThe federal government’s website is easy to use and an excellent source of information on financial aid. Much of the information at this site is available in Spanish as well as English.

www.fafsa.ed.govEverything you and your students need to know about FAFSA and federal financial aid programs.

www.knowhow2go.orgMedia-friendly website directed at middle and high school students. Also has information for mentors and counselors on how to talk to teens about college options.

www.nacac.netThe National Association of College Admission counselors has many useful features, including a list of the national college fairs the organization hosts.

www.nasfaa.orgThe website of the National Association of Student Financial Aid Administrators includes many useful PDFs for students, including Cash for College and more.

www.pathwaystocollege.netThe site of an alliance of national organizations committed to using research-based knowledge to improve postsecondary education access and success for underserved students. It provides easy access to publications, tools, online newsletters, databases and more.

www.roadtripnation.orgRoadtrip Nation is a public television series and grassroots movement that encourages young people to hit the road in search of interviews with Leaders who have defined their own distinct routes through life.

Resources

RESOURCES 137


Notes

138 EDUCATOR GUIDE


Documents

Grades 9/10 Educator Guide